Date of Award
Fall 2025
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
George J. Roy
Abstract
The push for inclusion of science, technology, engineering, and mathematics (STEM) as a meta-discipline in K-12 education is recognition that the challenges faced by society require technology skills, interdisciplinary problem-solving, and an increased number of people entering STEM professions (Dare et al., 2014; English, 2016; Fan et al., 2021; Holstein & Keene, 2013; Roehrig et al., 2012, 2021; Sanders, 2008). The dissertation in practice explored STEM teacher identity and conceptions of STEM as a function of STEM professional experience outside of the field of education. The exploratory casestudy sought to identify the relationship between STEM career-based experiences – specifically the differentiation between professional experience related to the education sector and outside of education – and how four teachers that are members of a high school engineering-themed academy defined STEM and self-efficacy in STEM. The results of the study suggested that a variety of experiences in STEM play an important role in how one conceives of STEM and self-efficacy in implementing STEM in the classroom. Professional development and professional learning communities have a place in providing additional STEM experiences for teachers. Next steps include working with site leadership to support on site collaboration with Academy teachers and explore professional development opportunities for Academy teachers to participate in as a group.
Rights
© 2025, Tawana Guillaume
Recommended Citation
Guillaume, T.(2025). Stem Integration in the Classroom: an Exploratory Case-Study on Teachers Defining Their Stem Identity and Role as a Stem Educator. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/8599