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Journal of STEM Teacher Education

Abstract

The aim of this article is to provide a model, an example, and suggestions for establishing and fostering meaningful partnerships to construct authentic and relevant STEAM learning experiences for preservice teachers. In order to prepare elementary preservice teachers to implement the Next Generation Science Standards alongside the Common Core State Standards for Mathematics in ways that are situated in relevant contexts and involve students in authentic inquiry-based problem solving, it is essential that PSTs actually experience modeled points of integration in their teacher preparation programs. It is our hope that this article inspires other teacher educators to develop partnerships with their university, local K–5 schools, and their community in order to best engage preservice teachers in meaningful STEAM-related learning and teaching.

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