Integrated <scp>STEM</scp> conceptualizations among teachers following a professional development program

Abstract Because teachers are now more often expected to develop integrated STEM lessons, it is essential to understand their conceptualizations to be able to support them effectively. This qualitative study explored teachers' integrated STEM conceptualizations upon participation in an engineering‐focused professional development program of 4 days. Data sources included written accounts to open‐ended questions collected from the 33 participating in‐service teachers and the STEM lesson plans the teacher teams developed during the program. The main emerging STEM characteristics were a focus on real‐world problems, engagement in engineering design, content integration, data practices, and STEM careers. Comparisons with the lesson plans and the further study of the conceptions through their distributions showed a limited attention for the broader local and social context, identifying and improving design solutions, engaging in reflection on STEM knowledge and skills, content integration with technology and mathematics knowledge and skills as opposed to assigning supportive roles, exposure to STEM careers and non‐STEM disciplines, and ways to foster a wide array of complex 21st century skills. Teachers can also be supported on the use of student‐centered pedagogies and problem solving.