Examining STEM Education Policy

Abstract

Developing a country’s STEM capacity is vital for economic growth, technological innovation, and addressing complex global environmental and healthcare challenges. Individuals also need STEM capacity to function as informed citizens in modern society. However, there is misalignment between the rhetoric and reality of STEM education in both schools and initial teacher education policy and practice. Through an analysis of curriculum documents for both schools and initial teacher education, resources, and policy documents, an understanding of how integrated STEM education is documented in various jurisdictions was established. There were substantial differences between what the overarching policies and frameworks provided to schools as well as for initial teacher education accreditation. As students are making decisions about future directions in primary school, the authors argue that preservice teachers need a critical understanding of the purposes and pedagogies of ‘ STEM ’ education to teach interdisciplinary STEM on graduation. The authors provide recommendations for future policy and research.