Teachers and Curriculum

Quality STEM Education, interpreted broadly, is the focus of the 2021 special issue of Teachers and Curriculum.

 Science, Technology, Engineering and Mathematics (STEM) education has been promoted in recent years by educators as a way to re-engage students in learning in these subjects, and by governments as a necessity to enable learners to address socio-ecological and development issues in their futures. STEM  provides opportunities for students to engage in unique ways of thinking, learning and content.  The recent prioritisation of some policies, such as preparing students for National Standards testing, has tended to narrow the curriculum focus. As a result, in New Zealand, some primary teachers lack recent experience in programme planning, curriculum implementation, and the integration of some learning areas of the curriculum.

 STEM education offers a solution to curriculum implementation in New Zealand schools. It is integrated and interdisciplinary in nature, and emphasises learning in authentic and student-centred ways. There are potential challenges for teachers who are motivated to re-conceptualise their understanding of contemporary pedagogy, professional practice and work, within their institutional constraints. In this Special Issue, we encourage  the inclusion of Environment as an alternative to Engineering in STEM.

Teachers and Curriculum invite contributions to a Special Issue in November  2021, which will explore the nature of Science, Technology, Environmental and Mathematics (STEM) education from an interdisciplinary perspective. Submissions are welcomed from experienced and emerging authors. This Special Issue will be guest edited by A.Prof Chris Eames, A.Prof Wendy Fox and Dr Elizabeth Reinsfield.  We are looking for articles to provide useful insights into  STEM education, particularly but not limited to those  relevant to New Zealand educators. This might include a focus on integrated approaches to curriculum, or the changing needs for teachers’ professional practice. This special issue welcomes practice papers, research papers, critiques, think-pieces and reviews that focus on issues, innovations, and critiques of STEM education.

 Please email your expressions of interest (abstracts, ideas, intentions) in the first instance to Dr Liz Reinsfield at [email protected] 

For a publication October 2021

All manuscripts are to be submitted by their authors via the Teachers and Curriculum: Kaiako Me Te Marautanga website (tandc.ac.nz) on or before 01 May 2021.