Preservice Elementary Teachers’ Perceptions of Integrated STEM After Participating in an Integrated STEAM Course
Bibliographic Data
| ID | 22048927 |
|---|---|
| Authors | Holly Plank (0000-0003-3178-6408, Bowling Green State University, corresponding author), Stefanie D Livers (0000-0003-0321-1391, Bowling Green State University), Thomas Roberts (0000-0002-8753-7139, Bowling Green State University) |
| Year | 2026 |
| Volume | 16 |
| Issue | 2 |
| Pages | 214 |
| Publication date | 2026-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16020214 |
| OpenAlex | W7127111983 |
| Language | EN |
| References cited | 54 |
(1) Background: Although integrated STEM education is an important policy focus, teacher preparation to implement high-quality integrated STEM and STEAM learning experiences in an equitable manner is not widespread. Teacher beliefs significantly impact how they teach; therefore, this study explores preservice teachers’ self-reported perceptions of teaching integrated STEM after participating in an integrated STEAM course. (2) Methods: We employed qualitative methods to explore 47 preservice elementary teachers’ perceptions about teaching integrated STEM based on their lived experiences in an integrated STEAM course. Guided by our conceptual framework, we used deductive methods to better understand preservice elementary teachers’ perceptions. We also used open coding to understand their lived experiences in the course. Pattern coding was used in the second cycle to identify themes. (3) Findings: Three primary themes emerged, including understanding integrated STEM frameworks through a transdisciplinary and critical lens; perceiving STEAM is engaging because it is relevant; and developing self-efficacy for future STEAM integration without infrastructure. (4) Conclusions: Although preservice elementary teachers had positive experiences in the course and believe integrated STEM and STEAM to be important, more work is needed to develop their understanding of equitable integrated STEM and STEAM instruction
Axial coding · Engineering education · Higher education · Integrated curriculum · Perception · Qualitative research · Teacher education · Technology integration · Educational Research and Pedagogy · Science Education and Pedagogy · Teaching and Learning Programming
Handbook of Research on STEM Education
The Nature, Effects, and Relief of Mathematics Anxiety
Teachers’ perception of STEM integration and education
STEAM in practice and research
Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being
Facilitating Systems Thinking Through Arts-Based STEM Integration
Justice-Centered Reflective Practice in Teacher Education
Model-Eliciting Activities
Conceptions and Attitudes of Pre-School and Primary School Teachers towards STEAM Education in Spain
Validation of an Instrument to Measure Natural Science Teachers’ Self-Perception about Implementing STEAM Approach in Pedagogical Practices
Augmenting the Impact of STEAM Education by Developing a Competence Framework for STEAM Educators for Effective Teaching and Learning
Culturally Relevant Education
Moving Culturally Relevant Pedagogy From Theory to Practice
Research–Practice Partnerships in Education
Learning at the Boundaries of Research and Practice
| Citation velocity | historical |
|---|---|
| Highly cited | No |