Supporting STEM Teacher Program Development: The Benefit of a Multifaceted Set of Enablers

Abstract As integrated science, technology, engineering and mathematics (STEM) education continues to be implemented in schools, programs have emerged to support STEM teachers and assist them in designing and implementing integrated STEM curricula. Developing these programs is a complex process that requires balancing STEM content, skill development, and available resources, while also considering the interdisciplinary nature of STEM education. There is, however, little understanding or guidance on the design of curricula for STEM teacher programs. This study aimed to uncover and understand the factors that facilitate the development of such curricula. We collected qualitative data through semi-structured interviews with six course coordinators and 13 STEM teacher educators from five Australian universities. Thematic analysis revealed various factors that enable the development of STEM teacher curricula, including collaborations among teacher educators and engagement with communities beyond the university. The findings also emphasise the importance and timing of these enabling factors throughout the curriculum development process. This study illustrates how a multifaceted set of enablers offering a variety of supports, contribute to the complex process of developing STEM teacher programs.