Elementary STEM Teacher Education Recent Practices to Prepare General Elementary Teachers for STEM

• Published in: Handbook of Research on STEM Education pp. 337 - 348
• Main Authors: Corp, Amy, Fields, Melanie, Naizer, Gilbert
• Format: Book Chapter
• Language: English
• Published: Routledge 2020
• Edition: 1
• Subjects: Stem Learning; Stem Lesson; Stem Experience; Integrative Stem Teaching; Stem Content; Stem Practice; Stem Subject; Integrate Stem; Stem Activity; Elementary Teacher; Stem Faculty; Stem Teacher; Stem Pipeline; Preservice Teachers; Stem Literacy; Early Childhood Preservice Teachers; Stem Field; Science Methods Courses; Stem Content Area; Stem Preparation; Stem Education; Elementary Teacher Preparation; Alternative Teacher Certification; Preservice Elementary Teachers
• ISBN: 9780367075620; 9780367075606; 0367075601; 0367075628
• DOI: 10.4324/9780429021381-32

This chapter summarizes a search of research into preparing elementary teachers for integrated STEM (science, technology, engineering, and mathematics) teaching. A global search was conducted through several online databases and resulted in fewer than twenty articles meeting the criteria. Findings demonstrate some evidence for program changes, pedagogical changes, and added content within coursework to improve interaction with integrated STEM for elementary student teachers. Evidence of STEM teaching globally was supported in several articles, but the majority of research into how elementary teachers are prepared for this was mainly found within universities and colleges in the United States. This chapter summarizes a search of research into preparing elementary teachers for integrated science, technology, engineering, and mathematics (STEM) teaching. The typical elementary teacher is trained in all subjects with minimal depth in science or mathematics and little, if any, in engineering and technology. In order to describe the research of integrated STEM in elementary teacher preparation, a large-scale article search was conducted. Shernoff, Sinha, Bressler, and Ginsburg conducted survey research and found that current elementary teachers were interested in teaching integrated STEM but felt unprepared in content and pedagogy. The study identified six different models in elementary teacher preparation: specific courses, a concentration, a certificate, a minor, a bachelor’s degree, and a combined bachelor’s and master’s certificate specific to technology and engineering or STEM integration. STEM component added to course designated strategies for included STEM components into preservice teachers’ activities designed for elementary students.