TEMtem in the middle grades: A phenomenological narrative study exploring how teachers plan and implement STEM subjects as an integrated course

This qualitative phenomenological study explored how eight middle level STEM teachers planned and implemented integrated STEM courses. Narrative inquiry allowed for each participant to tell their unique story. The study results suggested that the teacher participants felt as though they are pioneers and are forging through as other teachers are resisting and holding on to more traditional instructional methods. Other findings from this study suggested that teachers are utilizing a wide variety of methods to accomplish an integrated curriculum. Findings also highlighted the high degree of satisfaction that these teachers feel teaching in this way and also the challenges that they face. This study provides educational leaders insight into what teachers are experiencing as they attempt to integrate STEM subjects, and suggestions for ways to assist and support them.