What is STEM? Preservice elementary teachers’ conceptions of integrated STEM education

Teachers’ conceptions can relate to their teaching practices, but integrated science, technology, engineering, and mathematics (STEM) education does not have a consistent definition. This study included 627 preservice elementary preservice teachers across 11 different teacher preparation programs to identify common conceptions of integrated STEM education and how these conceptions shifted during science methods coursework. Findings from survey and interview data showed that participants commonly referred to the STEM acronym and surface-level integration across and beyond STEM disciplines. Key experiences that shaped their conceptions and preparedness to teach included planning and implementing STEM lessons and discussing quality integrated STEM instruction. • Understanding preservice elementary teachers' conceptions of integrated STEM is crucial for STEM teacher preparation. • A large sample of preservice teachers ( n = 627) across 11 different institutions provides a deeper understanding of STEM conceptions. • Preservice teachers often define integrated STEM as the acronym and combining instruction within and beyond STEM disciplines\. • After their science methods courses, elementary preservice teachers focus more on integration across disciplines. • There is a need for more realistic and authentic representations of the daily work of teachers in preparation programs.