Journal of STEM Teacher Education


Graduate school is an important time for future faculty to develop teaching skills, but teaching opportunities are limited. Discipline-related course work and research do not provide the pedagogy, strategies, and skills to effectively teach and compete for higher education jobs. As future faculty, graduate students will influence the future of science, technology, engineering, and mathematics (STEM) education through their teaching. The purpose of this case study was to examine future faculty’s (graduate students’) perceived teaching development during a semester-long STEM teaching development course. Findings included STEM future faculty’s teaching confidence and skill development in instructional design, preparation, and facilitation; greater development in skill awareness than student awareness and self-awareness; and a focus on knowledge-centered learning environments for future classroom teaching experiences.