Examining STEM Integration in Texas Teacher Preparation Programs

• In Event: Sheraton Roundtable Session 9
  In Roundtable Session: Collaboration, Decision Making, and Integration in STEM

Abstract

The purpose of the present study of Texas science, technology, engineering, and math (STEM) teacher educators’ (n = 218) is twofold: (a) to examine perceptions of whether their individual preparation programs teach STEM subjects in an integrated or non-integrated manner and (b) identify differences among STEM teacher educator perceptions of their program’s use of integrated STEM instructional strategies and STEM preservice teacher preparedness to teach integrated STEM. Teacher educators who believe their preparation programs to have an integrated STEM approach perceived a statistically significantly stronger focus on the use of integrated STEM instructional strategies in their teacher preparation programs. However, there were no significant differences in the two groups’ beliefs regarding preservice teachers’ instructional preparedness to teach integrated STEM.

Authors

• Kim Boddie Wright, Texas A&M University - College Station

• Jacqueline R. Stillisano, Texas A&M University - College Station

• Kayla Braziel Rollins, Texas A&M University - College Station

• Jennifer G. Whitfield, Texas A&M University - College Station

• Timothy Scott, Texas A&M University - College Station

• Manjari Banerjee, Texas A&M University - College Station

• Hersh C. Waxman, Texas A&M University