Listening to Teachers' Voices on Their Experiences Implementing STEAM Education

Objectives This study was conducted to analyze the experience of implementing convergence (STEAM) education for teachers who have experience convergence education projects at selected schools and to provide implications for future convergence education. Methods To accomplish the goal of this study, a qualitative research was conducted using an approach of interviewing five expert teachers who implemented or actively participated in convergence education projects at unit schools and investigating local data. Results The teachers’ experiences of implementing convergence education can be divided into the difficulties of implementing convergence education, strategies for implementing convergence education, and results of convergence education. The difficulties of implementing convergence education can be understood as teachers’ negative perceptions of convergence education, school culture that hinders convergence education, and institutional barriers to implementing convergence education. Even in such difficult situations, the participants’ strategies for implementing convergence education at their unit schools were established. Specifically, these were understood as sharing a vision for convergence education, creating a learning community, planning natural convergence classes, receiving support for convergence classes, and reflecting on convergence classes. As a result of the participants’ experience of operating convergence education projects, it was found that they recognized changes in students, changes in teachers, and changes in students. Conclusions This study reveals that there are various challenges in implementing STEAM education at schools, stemming from school culture, teacher perceptions, and school environmental factors. Despite these difficulties, the study participants employed their own unique strategies to implement STEAM education. This research conducted an in-depth analysis of teachers' field experiences who have actually operated STEAM education programs in individual schools, coinciding with the implementation of the 3rd Comprehensive STEAM Education Plan. Through this analysis, the study identified characteristics and issues that emerge in the field-centered implementation of STEAM education and aimed to present practical implications for the effective operation of STEAM education in the future.