IDEAS home Printed from https://ideas.repec.org/a/pal/palcom/v11y2024i1d10.1057_s41599-024-03565-6.html
   My bibliography  Save this article

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

Author

Listed:
  • Gang Mao

    (Zhejiang Normal University
    Zhejiang Normal University)

  • Qianying Zhang

    (Zhejiang Normal University)

  • Tingyan Ma

    (Zhejiang Normal University)

  • Feiming Li

    (Zhejiang Normal University
    Zhejiang Normal University)

  • Min Lan

    (Zhejiang Normal University
    Zhejiang Normal University)

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.

Suggested Citation

  • Gang Mao & Qianying Zhang & Tingyan Ma & Feiming Li & Min Lan, 2024. "Investigating how subject teachers transition to integrated STEM education: A hybrid qualitative study on primary and middle school teachers," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-11, December.
    • Handle: RePEc:pal:palcom:v:11:y:2024:i:1:d:10.1057_s41599-024-03565-6
    DOI: 10.1057/s41599-024-03565-6
    as

    Download full text from publisher

    File URL: http://link.springer.com/10.1057/s41599-024-03565-6
    File Function: Abstract
    Download Restriction: Access to full text is restricted to subscribers.
    File URL: https://libkey.io/10.1057/s41599-024-03565-6?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    References listed on IDEAS

    as
    1. Baichang Zhong & Xiaofan Liu & Zehui Zhan & Qingchao Ke & Fulai Wang, 2022. "What should a Chinese top-level design in STEM Education look like?," Palgrave Communications, Palgrave Macmillan, vol. 9(1), pages 1-8, December.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Zehui Zhan & Shijing Niu, 2023. "Subject integration and theme evolution of STEM education in K-12 and higher education research," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-13, December.
    2. Nadia Rehman & Xiao Huang & Amir Mahmood & Hafiz Muhammad Ihsan Zafeer & Nhelbourne Kalim Mohammad, 2025. "Emerging trends and effective strategies in STEM teacher professional development: A systematic review," Palgrave Communications, Palgrave Macmillan, vol. 12(1), pages 1-23, December.
    3. Haozhe Jiang & Ritesh Chugh & Xuesong Zhai & Ke Wang & Xiaoqin Wang, 2024. "Longitudinal analysis of teacher self-efficacy evolution during a STEAM professional development program: a qualitative case study," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-16, December.

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:pal:palcom:v:11:y:2024:i:1:d:10.1057_s41599-024-03565-6. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Sonal Shukla or Springer Nature Abstracting and Indexing (email available below). General contact details of provider: https://www.nature.com/ .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.