Teachers and leaders working together towards STEM integration

Abstract

This descriptive single-case study, using interviews, a focus group, document analysis and observation/field notes explored how pedagogical and leadership practices at a preschool impacted Science, Technology, Engineering, and Math (STEM) integration. This study sought to understand how STEM was integrated daily within the classroom environment and to develop a more precise understanding of how school leaders in Early Childhood Education (ECE) support STEM. A Distributive Pedagogical Leadership framework was the analytic lens used in this examination. The main research questions guiding this study were: How do teachers integrate STEM practices in ECE settings? and, How do preschool directors support STEM integration within ECE settings? Findings indicated that pedagogical leadership demonstrated by teachers was a significant factor in how STEM was integrated daily in the preschool environment. The ability of a school to establish a strong school culture and identity amongst staff, parents and community members were also found to have a positive impact on the success of STEM integration in ECE. Overall, the main implications that emerged from this study were that STEM integration is best facilitated when learning activities are student-focused and when teachers, parents, school leaders, and community stakeholders collaborate to establish a culture of STEM integration. Keywords: Science, Technology, Engineering, Mathematics, STEM integration, distributive and pedagogical leadership, DAP