Systematic Review of Technology-Based STEM Education Research during Teacher Education in the United States

This study conducted a literature review of technology-based STEM education research papers from 2015 to 2023. Data collection and analysis followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) checklist. In all, contents of 29 papers were analyzed. This study analyzed the research content of the two stages of pre-service and in-service teacher education and clarified the scope of research based on technology education content in research papers. The results demonstrated that, although the limited data failed to provide a unified reference framework, the data revealed existing research emphasizing the content of teacher education for K–12 and the importance of practice-related research for teacher self-efficacy and experience of best practices. In addition, the pre-service teacher education stage emphasizes the relevance of practice at the school stage and the research content of the transformation from theory into practice. The in-service teacher training stage has more diverse theoretical guidance and practical experience. Because of the opportunities provided outside the school, the position of technology education in the integration of STEM education is promoted more actively. Furthermore, these study results might provide a foundational reference for future related research.