Assessing teacher education and professional development needs for the implementation of integrated approaches to STEM education

Preliminary findings suggest that many teachers are interested in integrated approaches to STEM, but do not believe they are well prepared to implement them. Teachers and administrators also suggest that adequate preparation in integrated STEM would entail a considerable rethinking and redesigning of pre-service courses and in-service workshops. Findings provide a starting point for better understanding teacher needs in integrated STEM and a springboard for further study.