Exploring Integration of STEM with Teachers North and South (ExISTeNS)

Given the instrumental role they play in influencing outcomes for young STEM (Science, Technology, Engineering and Mathematics) learners, primary teachers’ perceptions and practices in relation to integrated STEM are important to understand. Furthermore, school-based primary STEM leaders who are competent, confident and connected are essential if the ambitious aims proposed in STEM curriculum and policy are to be achieved. Aiming to address gaps in literature, this report presents insights from project ExISTeNS (‘Exploring Integration in STEM with Teachers North and South’), a cross-border study with primary teachers in the Republic of Ireland and Northern Ireland. Project aims were two-fold: Firstly, to capture and share primary teachers’ STEM perceptions and practices in both jurisdictions; and secondly, to design, deliver and evaluate a STEM leadership professional development programme. Findings suggest that despite operating different primary curricula, similar opportunities and challenges for integrated STEM education exist in both jurisdictions. While innovative practices were revealed, tensions and negotiations in becoming STEM teachers and STEM teacher leaders were also unearthed. The study’s findings are significant for STEM education policymakers and PD providers, highlighting the need for further support for primary teachers and school-based leaders to implement integrated STEM practices.