Multiple perspectives of mathematics in STEM among preservice teachers

Citation

Burton, M., Cardullo, V. and Tripp, L.O. (2020), "Multiple perspectives of mathematics in STEM among preservice teachers", Journal of Research in Innovative Teaching & Learning, Vol. 13 No. 1, pp. 147-148. https://doi.org/10.1108/JRIT-01-2020-0002

A call for multiple perspectives in quality STEM placements

Facilitating elementary PSTs understanding of teaching and learning within a Science, Technology, Engineering, and Mathematics (STEM) context can be challenging. This is due to many factors, including the lack of clarity about what STEM education should look like, in spite of its increasing popularity (Kelley and Knowles, 2016). It is essential to have professional development and shared experiences, to unpack this critical educational context (Holmlund et al., 2018). If preservice teachers have not experienced teaching concepts, such as inquiry or project-based learning, it can be difficult for them to apply these instructional strategies in their classrooms (Abell, 2006).

Situated Cognition Theory (Kelley and Knowles, 2016) guided the professional development (PD) experiences in STEM education for PSTs. Situated Cognition Theory is grounded in the belief in the critical relationship that application and knowledge share. Physical and social context plays an important role in learning and applying knowledge and skills. Therefore, authentic learning environments are critical to preparing effective elementary STEM teachers for the complexities of teaching and learning. This three-week summer STEM camp in a rural midsize university in the southeastern USA serves as the setting for the first PD experience. PSTs functioned in teaching teams within a classroom of students in grades three through five. PSTs were provided multiple perspectives and roles during the STEM Camp experience to gain a deeper understanding of the complex role of teaching. During their field placement, they took on the role of the planner, teacher, and observer.

During the STEM field placement, PSTs were enrolled in mathematics, science, and reading methods coursework. Previous coursework examined lesson planning, assessment, professionalism, individual reading instruction, and culturally responsive teaching. The university instructors of the summer methods courses were also the lead faculty in the summer field experience, which was a three-week Science, Technology, Engineering, and Mathematics (STEM) focused program for rising third through fifth-grade students. Week one focused on structures, week two focused on robotics, and week three focused on forces in motion.

Before camp began, PSTs had methods classes to explore pedagogical concepts such as standards, learning trajectories, assessment, technology, questioning, and project-based learning. In addition, PSTs attended a 3-days STEM workshop cotaught by the three faculty members. Each day of the workshop modeled and explored the content for one of the three weeks of the STEM summer experience while unpacking elements of teaching in an inquiry-based, integrated STEM environment. For example, day one explored structures: PSTs constructed and tested a structure and utilized science, technology, engineering, and mathematics components during this inquiry. After the inquiry activity, they unpacked the standards in the various content areas, discussed the management of materials, and explored ways to scaffold learning.

PSTs had three roles during the summer field experience: (1) planner, (2) teacher, and (3) observer (of students and peer teachers). Six PSTs were assigned to a particular class of either third-, fourth-, or fifth-grade students. Each day there were two lead teachers, two observers, and two planners. PSTs were able to plan one day and teach the next day with a teaching partner. The partner changed with each planning and teaching cycle to encourage growth and to learn to work with various personalities. PSTs that were not teaching and planning observed elementary students or peer teachers in the classroom. Observation instruments for elementary students focused on student thinking and behaviors. Observation instruments for PST peer observations focused on scaffolding, questioning, and elements related to inquiry-based instruction. Each day after the summer camp, grade level teams would meet and debrief about observational noticing pertaining to teaching, students, and strategies. These debriefings informed the next day's teaching practices. When debriefing about authentic STEM activities, the teacher educator played a significant role in reflecting on how to utilize what was learned from an instructional incidence to inform future practice. PSTs found that as the relationship was built and their teaching improved, behavioral issues decreased.

Creating opportunities for PSTs to develop their classroom, construct lesson plans, observe, teach, and reflect on these experiences in a low stakes summer environment allowed PSTs to gain multiple perspectives of the complex task of teaching and learning. PSTs were able to overcome initial expectations and see learners flourish through STEM experiences.