MrsSamantha Bothe
Graduate Researcher
Faculty of Arts and Education/School of Education
- Graduate ResearcherFaculty of Arts and Education/School of Education
- Geelong Waurn Ponds Campus, 75 Pigdons Road, Waurn Ponds, Victoria 3216
RESEARCH INTERESTS
My PhD is focussing on the rationale for and the design and implementation of integrated STEM in Initial Teacher Education from the perspective of teacher educators. Why? There is variation across the sector and this may influence the quality of integrated STEM understanding developed by Preservice Teachers.
This study is examining the influences that shape, enable and/or constrain integrated STEM curricula and delivery practices in Bachelor of Education (Primary) programs within Australian institutions. The influences, both external and internal, to integrated STEM in Initial Teacher Education, will be important in understanding how they shape integrated STEM units. The study will use a framework that combines the Theory of Practice Architectures with Curriculum theories.
Potentially a deeper insight into the current practices of integrated STEM in ITE, with recommendations may be offered to better identify areas in integrated STEM that may need further support by education organisations and ITE providers.
In addition, conceivably a road map for future curriculum design and implementation of integrated STEM could be generated which could be shared amongst the ITE community to enhance the quality of integrated STEM in Bachelor of Education (Primary) programs. Such a road map may put forth effective models, recommend principles to follow and/or outline stages of improvement for integrated STEM in ITE, and acknowledge the conditions that may shape, enable, or constrain future development.
Finally, the study presents a new theoretical framework, the Practice Architectures and Curriculum (PAC) framework, to understand the conditions that influence curriculum design and implementation of any curriculum subject across all levels of education.
This study is examining the influences that shape, enable and/or constrain integrated STEM curricula and delivery practices in Bachelor of Education (Primary) programs within Australian institutions. The influences, both external and internal, to integrated STEM in Initial Teacher Education, will be important in understanding how they shape integrated STEM units. The study will use a framework that combines the Theory of Practice Architectures with Curriculum theories.
Potentially a deeper insight into the current practices of integrated STEM in ITE, with recommendations may be offered to better identify areas in integrated STEM that may need further support by education organisations and ITE providers.
In addition, conceivably a road map for future curriculum design and implementation of integrated STEM could be generated which could be shared amongst the ITE community to enhance the quality of integrated STEM in Bachelor of Education (Primary) programs. Such a road map may put forth effective models, recommend principles to follow and/or outline stages of improvement for integrated STEM in ITE, and acknowledge the conditions that may shape, enable, or constrain future development.
Finally, the study presents a new theoretical framework, the Practice Architectures and Curriculum (PAC) framework, to understand the conditions that influence curriculum design and implementation of any curriculum subject across all levels of education.