A need exists for impactful interdisciplinary collaborations between STEM and Education departments to build successful STEM teacher education programs. Within extant literature, few studies have examined the qualities that make STEM and Education collaborations possible for the purpose of STEM teacher preparation. The purpose of this study was to analyze the motivation, development and sustainability of collaborations between STEM and Education faculty and university supervisors to better enhance STEM teacher education programs. This study analyzes the dynamics between STEM and Education faculty and university supervisors at seven universities with Robert Noyce Teacher Scholarship Programs within the state of Texas. Through a qualitative multiple-case study research approach, we collected data through focus group interviews, archival information, and field notes. Our exploratory study yielded three main findings to include the following: (1) characteristics of impactful STEM-Education collaborations; (2) impact of STEM-Education collaborations; and (3) common STEM-Education collaboration constraints. Based on the findings from this study, implications for universities, institutional leaders, students, and the grant foundation are discussed.
University of Michigan, University of Houston
Noyce Award Number1557273
Evans, P.K., Dillard, K.C., Rodriguez-Wilhelm, D. et al.(2019). Like-Minded People: University-Based Interdisciplinary Collaborations in STEM Teacher Preparation Programs. Journal for STEM Education Research 2(1), pp. 35-54. https://doi.org/10.1007/s41979-019-00011-0
Partnerships between teacher preparation programs and school districts/schools, campus learning centers, STEM education centers, Retention and support of teacher candidates during in preparation, Supporting each and every student, Teacher candidate preparation to enter the field (induction and/or mentoring)