Investigating how subject teachers transition to integrated STEM education: A hybrid qualitative study on primary and middle school teachers

Abstract Encouraging subject teachers to transition to integrated STEM education is an important measure to address the shortage of STEM teachers. However, there is limited research available on the process and characteristics of STEM teacher identity transformation. The study used a hybrid method of Grounded Theory and Epistemic Network Analysis to analyze interview texts of 10 STEM teachers from Zhejiang Province, China. Research has shown that subject teachers go through three stages when transitioning to integrated STEM education: imitation, exploration, and innovation. Throughout each stage, the teacher’s identity changes as they gain a better understanding of integrated STEM education, curriculum and project design, practical methods, and teaching reflection. The study has identified three paths for the transformation of STEM teacher identity, which are influenced by factors such as gender, professional background, school type, and location. Additionally, the study proposes strategies that could encourage subject teachers to transition toward STEM education.