Integrative STEM Teacher Professional Development

Given the mounting interest in, and growing relevance of, integrative approaches to STEM (science, technology, engineering, and mathematics) education, there is a strong desire to understand the challenges and obstacles to promoting and developing integrative STEM curricula and instruction. In this chapter, a variety of definitions and conceptual frameworks for integrative STEM education are presented. Next, findings from an integrative STEM education Needs Assessment Study conducted by the Rutgers Center for Mathematics, Science, and Computer Education (CMSCE) are summarized. The study utilized a key informant approach, selecting 22 K-12 teachers and four administrators as leaders in integrative STEM education in the state of New Jersey. In their interviews, participants were asked open-ended questions to identify challenges, needs, and perceived supports to implement integrated STEM (or “iSTEM”) education in their daily practice. Several distinctive themes emerged. Many teachers were very interested in learning or using integrated approaches to STEM, but believed that they were unprepared to implement them effectively. The key informants suggested that adequate preparation in integrative STEM would entail a substantial rethinking and redesigning of pre-service courses and in-service workshops. Findings provide a springboard for better understanding the needs of teachers in integrative STEM education to inform future study and practice.