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Abstract

This essay explores the challenges that novice elementary teachers may face as they attempt to enact the practices of STEAM education. Specifically, I will explore research that suggests that novice elementary teachers lack confidence in their ability to lead lessons rooted in either scientific inquiry or arts-integration. This has, I argue, clear implications for the development of STEAM education. Advocates of STEAM education must ensure that novice elementary teachers are provided with the necessary scaffolds and supports that will empower them to engage in authentic and ambitious STEAM practices.

Author/Artist Bio

Aaron Zimmerman is an Assistant Professor of Curriculum and Instruction at Texas Tech University. He is interested in teacher development, specifically in relation to how novice teachers are prepared to navigate and negotiate problems of practice.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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