A global push for teaching science, technology, engineering and mathematics (STEM) as a multidisciplinary endeavor is becoming increasingly prevalent in primary education. To understand how teachers are prepared to meet this need, we examined the programmatic design of seven teacher education programs, identified from among seventeen Robert Noyce Teacher Scholarship projects that focused on integrated STEM teacher education at the primary level. Specifically, we asked how the programmatic features and structures of the teacher education programs presented opportunities for prospective and practicing teachers to build capacity for integrated STEM teaching. Using case study methodology and qualitative content analysis, this study explored how primary teacher education programs framed integrated STEM across and within courses. The findings suggest that current initiatives aimed at meeting critical needs in STEM education do not sufficiently foster a focus on integrated STEM components in teacher education, especially at the primary level. The findings highlight a need for more intentional development of integrated STEM programs targeting primary teachers and provide guidance for the development or redesign of programs that better meet the demand. Specifically, integrated STEM can be woven into programs through a varying number of courses, which are introduced either later or from the beginning of programs.
Rimbach-Jones et al. (Tue,) studied this question.