Transforming STEM Education in an Innovative Australian School

The Role of Teachers' and Academics' Professional Partnerships

Bibliographic Data

ID4254641
AuthorsKerry Bissaker (0000-0002-8008-3744, Flinders University, corresponding author)
Year2014
Volume53
Issue1
Pages55-63
Publication date2014-01-02
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405841.2014.862124
OpenAlexW1983390815
LanguageEN
Citations received10
References cited5

The Australian Science and Mathematics School (ASMS) is a purpose-built innovative senior secondary school situated on the grounds of Flinders University, South Australia. The school was established to address declining enrollments in senior secondary mathematics and science, students' negative attitudes, a shortage of qualified science, technology, engineering, and mathematics (STEM) teachers, and a curriculum that lacked relevance to contemporary life. Such research evidence called for transformation in STEM education and acknowledged that teachers' professional learning was central to achieving transformation. A key professional learning strategy employed by the school to transform STEM education was the engagement of teachers and academics as professional partners in developing interdisciplinary curriculum. The value and challenges of the professional partnership are explored in this article, noting the importance of valuing rather than dismissing dissonance between the groups

Cognitive dissonance · Curriculum · Faculty Development · General partnership · Mathematics education · Pedagogy · Political science · Professional development · Professional learning community · Science education · Sociology · Collaborative Teaching and Inclusion · Education Systems and Policy · Psychology · Teacher Education and Leadership Studies

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