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

This study investigates the transition of subject teachers to integrated STEM education, focusing on the transformation of their teacher identity. Using a hybrid method combining Grounded Theory and Epistemic Network Analysis, the researchers analyzed interviews with 10 STEM teachers in Zhejiang Province, China. The study identified three stages of transition: imitation, exploration, and innovation, each characterized by changes in teachers' understanding of STEM education, curriculum and project design, practical methods, and teaching reflection. Three distinct pathways of identity transformation were also identified, influenced by factors like gender, professional background, school type, and location. The study concludes by proposing strategies to encourage subject teachers' transition to STEM education.

Gang Mao, Qianying Zhang, Tingyan Ma, Feiming Li, Min Lan