This study centers on designing a targeted professional development (TPD) model to enrich the Entrepreneurial-STEM (E-STEM) literacy of teachers within an integrative conceptual framework. The study is threefold in its purpose: firstly, to investigate the impact of a targeted E-STEM PD on teachers’ pedagogical growth (PG), emphasizing familiarity, interest, and confidence in E-STEM literacy principles; secondly, to assess teachers’ satisfaction with the TPD content and its delivery format; and thirdly, to explore their perceptions regarding the efficacy of this TPD in empowering them to implement E-STEM learning. A mixed-methods approach was employed through a quasi-experiment involving a single group of 220 teachers from different Communities of Practice (CoPs) across various educational stages. Results revealed a significant positive impact on enhancing the pedagogical principles of E-STEM literacy among teachers, indicating substantial improvements in their three PG components. Participants expressed high satisfaction with the E-SETM TPD content and various delivery formats, underscoring its effectiveness in meeting their needs. This research highlights the strategic importance of teacher professional learning in E-STEM, emphasizing its role in fostering innovation, research, and a skilled workforce.

本研究的重点是设计一个有针对性的专业发展 (TPD) 模型，以在综合概念框架内丰富教师的创业 STEM (E-STEM) 素养。该研究有三个目的：首先，调查有针对性的 E-STEM PD 对教师教学成长（PG）的影响，强调对 E-STEM 素养原则的熟悉、兴趣和信心；其次，评估教师对TPD内容及其授课形式的满意度；第三，探讨他们对 TPD 在帮助他们实施 E-STEM 学习方面的功效的看法。通过准实验采用了混合方法，该实验涉及来自不同教育阶段的不同实践社区 (CoP) 的 220 名教师。结果显示，这对提高教师 E-STEM 素养的教学原则产生了显着的积极影响，表明其三个 PG 组成部分有了显着改善。参与者对 E-SETM TPD 内容和各种交付格式表示高度满意，强调其在满足他们的需求方面的有效性。这项研究强调了教师专业学习在 E-STEM 中的战略重要性，强调了其在促进创新、研究和熟练劳动力方面的作用。