What question did this study set out to answer?

This study aims to explore how a Challenge-Based Learning course can enhance pedagogical competence among second-career science teachers.

March 18, 2026Education SciencesOpen Access

Navigating the Transition: Developing Second-Career Science Student Teachers’ Pedagogical Competence Through a Challenge-Based Learning Course

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Authors

OBOrit BrozaAcademic College at Wingate

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Implication

Qualitative case study explores how a challenge-based learning course enhances pedagogical skills in second-career STEM teachers, indicating effective training strategies.

Key Points

This study aims to explore how a Challenge-Based Learning course can enhance pedagogical competence among second-career science teachers.
Qualitative case study design
Participation of five second-career science student teachers
Exploration of instructional unit development collaboratively
Data collection through instructors’ field notes, lesson drafts, and reflective papers
Qualitative content analysis of participants’ instructional approaches and professional identities
Significant shift from teacher-centered to learner-centered instruction
Increased integration of collaborative learning and inquiry-based activities in lesson planning
Emergence of a professional teaching identity among participants
Greater self-efficacy and motivation to continue in the teaching profession
Enhanced cognitive and affective dimensions of teacher development through CBL framework

Cite This Study

Orit Broza (2026) studied this question.

synapsesocial.com/papers/69ba43984e9516ffd37a4f5b https://doi.org/10.3390/educsci16030450

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Implication

Qualitative case study explores how a challenge-based learning course enhances pedagogical skills in second-career STEM teachers, indicating effective training strategies.

Navigating the Transition: Developing Second-Career Science Student Teachers’ Pedagogical Competence Through a Challenge-Based Learning Course

Discussion

Member takes

Implication

Key Points

Cite This Study

Navigating the Transition: Developing Second-Career Science Student Teachers’ Pedagogical Competence Through a Challenge-Based Learning Course

Discussion

Member takes

Implication

Key Points

Cite This Study

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