Integrated STEM teaching competencies and performances as perceived by secondary teachers in South Korea

Abstract

Purpose

The purpose of this paper is to explore what key competencies and characteristics of teachers are needed for integrated Science, Technology, Engineering and Mathematics (STEM) teaching and to investigate teachers’ perceptions on how important those competencies are and how often they are executed.

Design/methodology/approach

An exploratory sequential mixed methods approach was used to investigate key characteristics of integrated STEM teaching competencies and the level of their importance and performance as perceived by teachers. By using behavioral event interview technique, qualitative data were collected from professional secondary teachers in science, math and technology subjects. An instrument was constructed based on the result of qualitative research; and a survey was conducted with 48 STEM teachers working in South Korea. The mean values between importance and performance of integrated STEM teaching competencies were compared. A perceived importance level of each item was compared with a practice level by using importance-performance analysis.

Findings

As a result of qualitative research, in total 21 items were constructed as detailed characteristics of each domain of integrated STEM teaching competencies, which provide insights about teachers’ perceptions of teaching competencies that are critical for integrated STEM education. A comparison of means between importance and performance of integrated STEM teaching competencies showed that whereas teachers considered each of these items to be of significant importance in their overall evaluation of the integrated STEM teaching competencies, they are not performing at a level that reflects the assigned importance.

Practical implications

This research results provide information for future research on how to implement an integrated STEM education initiative at the secondary school level, for planning teacher training programs, pre-service teacher education and related educational policies.

Originality/value

South Korea has focused on integrated STEM education to raise talented human resources in the fields of science and technology. However, many teachers have experienced serious difficulties and troubles in executing integrated STEM education. It is necessary to figure out key competencies and characteristics of teachers to facilitate integrated STEM teaching.

Citation

Song, M. (2020), "Integrated STEM teaching competencies and performances as perceived by secondary teachers in South Korea", International Journal of Comparative Education and Development, Vol. 22 No. 2, pp. 131-146. https://doi.org/10.1108/IJCED-02-2019-0016