Abstract
Integrated science, technology, engineering, and mathematics (STEM) education provides opportunities for interdisciplinary collaborations. To explore the nature of interdisciplinary collaborations, we investigated the disciplinary identity of 11 secondary preservice teachers (PSTs) enrolled in a semester-long secondary integrated STEM methods course. The pedagogical approach in the course aimed to provide secondary PSTs with the opportunity to experience interdisciplinary collaboration, where secondary PSTs from different disciplines collaborate on designing and implementing integrated STEM curricula. Through positioning theory, we analyzed the PSTs’ discussion during each team’s initial collaboration meeting. Findings indicate that PSTs take a strong disciplinary identity position in their discipline. Their identification in other disciplines varied and was negotiated throughout the meeting by shifting either positively or negatively. Findings could inform teacher preparation programs to articulate ways that would help preservice and in-service teachers to conduct successful collaborations across disciplines. Future research should investigate potential ways to disrupt negative disciplinary identity shifts, while encouraging positive ones.
Recommended Citation
Alyami, Hanan and Mentzer, Nathan
(2025)
"Secondary Preservice Teachers’ Disciplinary Identity in Integrated STEM Collaboration,"
Journal of STEM Teacher Education: Vol. 59:
Iss.
1, Article 4.
DOI: https://doi.org/10.61403/2158-6594.1523
Available at:
https://ir.library.illinoisstate.edu/jste/vol59/iss1/4
