Integrated STEM in Australian public schools: Opening up possibilities for effective teacher professional learning.

Hunter, J

Integrated STEM in Australian public schools: Opening up possibilities for effective teacher professional learning.

Hunter, J

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Publisher:: Springer
Publication Type:: Chapter
Citation:: Integrated Approaches to STEM Education: An International Perspective., 2020
Issue Date:: 2020-01-01

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Field	Value	Language
dc.contributor.author	Hunter, J https://orcid.org/0000-0001-9232-8895	en_US
dc.contributor.editor	Leping, L	en_US
dc.contributor.editor	Anderson, J	en_US
dc.date.issued	2020-01-01	en_US
dc.identifier.citation	Integrated Approaches to STEM Education: An International Perspective., 2020	en_US
dc.identifier.uri	http://hdl.handle.net/10453/137228
dc.description.abstract	Building teacher agency in teaching and learning in Science, Technology, Engineering and Mathematics (STEM) is recognized as a significant challenge for school education systems in Australia and across the world. Reform initiatives will require substantial changes in how the STEM disciplines are taught at school and in professional learning for inservice teacher education. In this chapter I examine how a qualitative research study in three elementary schools in a large education jurisdiction in Australia used a pedagogical framework and action research to support changes in STEM teaching and learning in classrooms. The findings are presented in a case study, Windows into STEM, which examined how teachers who collaborated in school-based teams increased their subject matter knowledge in multiple subjects as they experimented with new pedagogies that disrupted their beliefs about the enactment of integrated STEM in elementary classrooms.	en_US
dc.publisher	Springer	en_US
dc.relation.ispartof	Integrated Approaches to STEM Education: An International Perspective.	en_US
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.title	Integrated STEM in Australian public schools: Opening up possibilities for effective teacher professional learning.	en_US
dc.type	Chapter
utslib.location	New York	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access	*
pubs.consider-herdc	true	en_US
utslib.copyright.embargo	2022-01-01T00:00:00+1100
pubs.place-of-publication	New York	en_US
pubs.publication-status	In preparation	en_US

Abstract:

Building teacher agency in teaching and learning in Science, Technology, Engineering and Mathematics (STEM) is recognized as a significant challenge for school education systems in Australia and across the world. Reform initiatives will require substantial changes in how the STEM disciplines are taught at school and in professional learning for inservice teacher education. In this chapter I examine how a qualitative research study in three elementary schools in a large education jurisdiction in Australia used a pedagogical framework and action research to support changes in STEM teaching and learning in classrooms. The findings are presented in a case study, Windows into STEM, which examined how teachers who collaborated in school-based teams increased their subject matter knowledge in multiple subjects as they experimented with new pedagogies that disrupted their beliefs about the enactment of integrated STEM in elementary classrooms.

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http://hdl.handle.net/10453/137228