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Research frameworks outline key aspects of STEM (science, technology, engineering, mathematics) integration for teachers, but translating this research into productive changes in teachers’ classroom practices remains a challenge, particularly in schools without an emphasis on STEM integration. In this article, we detail how a STEM education descriptive framework was used to design and enact a year-long professional development with eight secondary teachers at non-STEM focused schools in Southeast USA. Using teacher self-efficacy scores on pre- and post-tests, self-reported STEM integration efforts, and other feedback, we saw productive changes in teachers’ classroom practices and self-efficacy. We conclude with how this STEM education descriptive framework can be helpful in designing effective professional development for teachers at non-STEM focused schools.
Gardner et al. (Tue,) studied this question.