The Curricular Knowledge Bases of STEM Teacher Educator Preparation: A Content Analysis

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Abstract

This study investigates the curricular foundations of STEM education doctoral programs in the U.S., addressing inconsistencies in how such programs define and enact “STEM.” Using qualitative content analysis and Goodwin & Kosnik’s (2013) teacher education knowledge bases framework, we analyzed course offerings from 20 doctoral programs labeled STEM or STEAM. Findings show a dominant emphasis on contextual and pedagogical knowledge—primarily in science and mathematics—while personal, sociological, and social knowledge bases are underrepresented. Programs often adopt the “STEM” label without curricular integration of all four disciplines. This study highlights the need for conceptual clarity and broader preparation of future STEM teacher educators, particularly in areas of identity, equity, and systemic change.

Authors

• Brandon M. Butler, Old Dominion University

• Stephen Burgin, University of Arkansas at Fayetteville

• Nazmun Nahar, Old Dominion University

• Natisha Harper, Old Dominion University