Primary and Middle School Teacher Experiences of Integrated STEM Education in China: Challenges and Opportunities

Integrated STEM education is a novel and at times controversial approach to teaching, particularly in school systems such as China where there strong are traditions of teacher-directed learning. Implementation of integrated STEM education is influenced by teachers' experiences of established and new teaching practices that shape what teachers may identify as challenges and opportunities. Our aim in this study is to address the need for understanding teacher experiences with integrated STEM education in primary and middle school contexts in Beijing, China. We adopt a methodology informed by grounded theory to explore and interpret the ideas generated by 12 teachers of integrated STEM. Our findings indicate both resonance and difference with international experiences in terms of challenges that are experienced, and the complexities of issues related to teaching practices. The interplay between integrated STEM and mathematics education is an important feature of this study, which opens a broader issue about teacher and student understandings of engagement. The study also addresses teacher professional development and professional learning to support the implementation of integrated STEM education in Chinese schools. This study highlights issues with: engaging Chinese students in integrated STEM lessons; resonance and difference between Chinese and international teachers; and, contextualized professional development. Future research should address the diversity of education in China, and access to student voice in relation to integrated STEM education.