Abstract
Effective K-12 STEM teachers are essential to the critical analysis of real-world issues and can contribute to the democratization of our society. Thus, we engage pre-service math and science teachers in communityfocused STEM project-based learning (C-STEM-PBL) so they can integrate community assets, voices, and needs into their pedagogical practice. In this context, pre-service STEM teachers engage K-12 students by connecting STEM-related issues to their personal and community experiences. Further, this place-based, high context approach creates opportunities for critical analysis; so, students might push against the injustices that affect the community. This model presents access to the third space of teacher development, one with the potential to engage urban situated STEM teachers in the community.
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