In-Service Teachers’ Views about STEM Integration

Abstract Despite the increasing attention for STEM , a gap of knowledge still exists concerning: a) the views of teachers coming from S-T-E-M backgrounds on integrated STEM education, b) the ways teachers conceptualise STEM , and c) collaboration trends between S-T-E-M experts. In attempting to address this gap, the authors aimed to respond to these questions in the context of a STEM professional development programme in Europe, where 26 in-service teachers were divided into four learning communities and engaged in developing STEM teaching materials. Data were collected through individual interviews which were analysed through qualitative content analysis. Teachers’ views were explored using Bronfenbrenner’s bioecological model, whereas teachers’ justifications on integration models were analysed for the purpose of examining their conceptualisations on integration. Collaboration trends were derived from teachers’ collaboration preferences. Teachers considered that there are systemic factors impeding the implementation of STEM , while teachers emphasised the engineering design cycle, content integration and real-world relevance in their integration models. Collaboration trends highlighted technological expertise as well as having prior STEM experience. Drawn from these findings, the authors offer a set of recommendations about the development of cross-disciplinary collaboration groups in order to help overcome disciplinary barriers.