THAI SCIENCE PRE-SERVICE TEACHERS’ IMPLEMENTATIONS OF STEM THROUGH A PHENOMENOLOGICAL MULTIPLE CASE STUDY AFTER EXPERIENCING BLENDED PROFESSIONAL DEVELOPMENT PROGRAM
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Abstract
Integration of STEM disciplines offers students an experience to learn in real-world, multidisciplinary contexts. Teachers play the key role in STEM education and it is important to attract high achievers with relevant backgrounds. To produce a generation interested and skilled in STEM one of the key factors are teams of teachers who work together in an integrated approach, based on cross- curricular teaching and learning. Therefore, this study draws upon classroom implementation though a team who supports the student teachers’ practice. Phenomenological multiple case study was used as the framework to understand 5 science teachers’ first-time experiences in implementing integrated STEM curricular units in their elementary and middle school science classrooms. Classroom implementation data and teacher reflective interviews were used to illustrate different degrees of integrated STEM instruction to understand the teachers’ challenges and successes with these varying approaches. The findings indicate that pre-service teachers have a strong understanding of STEM implementation after they were provided blended professional development and continual school coaching. The results of this study indicate that the knowledge they have acquired provides them with a broadened scope on how to teach STEM in schools now and what they need for future teaching of STEM. Pre-service teachers were challenged to make clear connections between science, engineering, and mathematics while simultaneously maintaining a motivating and engaging context for their students throughout their instruction. Therefore, educational researchers, policy makers, and STEM educators should focus to foster new teachers to reflect across content disciplines for the first time. Continual teacher support for the learning of STEM content and pedagogical practices for integration across content disciplines.
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