NARRATING THE JOURNEY: ELEMENTARY STEM TEACHERS’ REFLECTIONS ON LEARNING TO IMPLEMENT INTEGRATED STEM

Samya Zalkafel Matouk

doi:10.7273/000007901

This phenomenological study explores the retrospective accounts of experienced elementary STEM teachers as they reflect on their early experiences implementing integrated STEM instruction. Despite growing national and global emphasis on STEM education, the preparation of elementary STEM teachers continues to fall short, often requiring educators to build their expertise on the job while teaching. Through qualitative interviews and focus groups with six teachers with prior experience working in STEM-focused schools and initiatives this study examines their recollections of the challenges they encountered as novices, the supports they drew upon, and their reflections on how their pre-service preparation influenced their readiness to teach integrated STEM. Findings indicate that teachers struggled with conceptualizing and implementing integrated STEM, aligning lessons with standards, and accessing necessary instructional resources. Many reported feeling underprepared due to inadequate training in interdisciplinary teaching and a lack of exposure to STEM pedagogies prior to taking up positions in STEM focused schools. However, they overcame these challenges through professional learning, peer collaboration, and administrative and community support. The study highlights the critical role of administrative support, professional learning communities, and external partnerships in sustaining STEM education. It also reveals that teachers’ personal beliefs, professional identity development, and student engagement served as motivators that helped them persist despite initial struggles. Participants expressed a need for significant reforms in elementary STEM teacher preparation, advocating for integrated STEM methods courses, extended field experiences in STEM schools, and explicit instruction in standards-based interdisciplinary teaching. This research contributes to the ongoing discourse on STEM teacher education and offers insights into improving pre-service and in-service support for elementary STEM teachers. The study provides recommendations for policymakers, teacher educators, and school leaders aiming to strengthen STEM education in elementary settings by addressing systemic gaps in teacher preparation and suggestions for enhancing professional development opportunities.

NARRATING THE JOURNEY: ELEMENTARY STEM TEACHERS’ REFLECTIONS ON LEARNING TO IMPLEMENT INTEGRATED STEM

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