Applying a model of integrated STEM teacher identity to understand change in elementary teachers' STEM self‐efficacy and career awareness

Abstract

This sequential mixed methods study applies a recently published model of integrated science, technology, engineering, and mathematics (STEM) teacher identity to analyze teacher artifacts from a graduate STEM education course for in‐service teachers (n = 23). This model captures the complexity of integrating STEM in elementary classrooms as an intertwining of professional teacher identity and STEM learning identity. Increases in participating teachers' self‐efficacy and STEM career awareness motivated the research team to look for explanatory qualitative evidence in teacher reflections. Analysis using the nine dimensions of the model elicited robust evidence of professional teacher identity (teaching interest, self‐efficacy, motivation, self‐image, and task perception) and limited evidence of STEM learner identity (competence, performance, recognition, and content interest) in teachers' identity statements. Changes in self‐efficacy and STEM career awareness were associated with only three of nine identity dimensions. Application of this model of integrated STEM teacher identity can provide a deeper understanding of teacher readiness to engage elementary students in authentic problem solving. Findings indicate that purposeful prompting of reflection in STEM teacher education informed by the model may support the cultivation of integrated STEM teacher identities.

“Everybody Was Included in the Conversation”: Teachers’ Perceptions of Student Engagement in Transdisciplinary STEM Learning in Diverse Elementary Schools

“…Teachers who believe they have the knowledge and skill sets needed to teach STEM are more willing to do so [30]. Self-efficacy for teaching STEM can be developed in elementary teachers by offering opportunities to experience STEM as learners before considering the pedagogical approaches and instructional strategies to employ in the classroom [3,12].…”

“…Integrated STEM in elementary classrooms is far more than worksheets and memorization of facts and procedures without context; it provides space for students to use skills and knowledge developed across multiple disciplines to ask scientific questions or to solve problems [3,4]. Young learners gain the opportunity to see how science and mathematics content is applied in practice in relevant, real-world contexts [5].…”

“…Prior studies have shown that teachers who observe increased student engagement in an integrated STEM lesson see the value of STEM, are more motivated to teach STEM, and seek to elicit student ideas about STEM [12,13]. Teachers who allow their students time to collaboratively develop creative solutions begin to appreciate the open-ended complexities of integrated STEM [3].…”