Abstract
Abstract Given concerns in the Australian context about students’ attitudes and declining participation in STEM subjects in the senior secondary years, a range of initiatives have been developed to support teacher design of innovative STEM curriculum and pedagogy. The STEM Academy program worked with interdisciplinary teams of secondary STEM teachers to develop teacher capacity to create real-world, challenging problems to engage and motivate their students. Questionnaire and interview data collected from one cohort of 70 teachers from twelve schools, three program facilitators, and school leaders provided a case study revealing themes about the nature of the journey, the role of the program and the processes and varied nature of schools’ STEM curriculum innovations. An innovation framework was used to make sense of teachers’ journeys towards effective and sustainable STEM practices leading to the identification of three models that reflected different approaches to the challenge of representing STEM within subject-based curricular settings.
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