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Abstract

In recent years STEM education has been the focus of Australian government funding initiatives, policy and curriculum development at the national and state levels and a key driver of school innovation. Principals, teachers and students have been called upon to develop their capability and interest in the individual STEM discipline subjects or to engage in interdisciplinary STEM activities. Much of the focus on STEM has been driven by a national agenda informed by the needs of industry, and research that indicates that the students graduating from schools and universities today with STEM qualifcations will not be suffcientfor society’s needs. While the agenda encompasses more than individual teachers or schools, it is teachers who are at the forefront of its implementation in classrooms. In this paper we report on the perceptions of teachers about issues impacting on the effective teaching of STEM in rural, regional and remote Australia, and strategies they use to overcome issues/barriers and building the confdence and capacity of STEM teachers.Based on these, the paper reports some potential solutions to the issues faced by schools in rural, regional and remote Australia addressing the demands of the STEM Education focus.

Item Type:	Article
Authors/Creators:	Fraser, S and Beswick, K and Crowley, S
Keywords:	STEM teaching, teacher capacity, STEMCrAfT, rural, regional and remote Australia, school leadership
Journal or Publication Title:	Journal of Research in STEM Education
Publisher:	i-STEM / Gultekin Cakmakci
ISSN:	2149-8504
Copyright Information:	© i-STEM 2015-2019, j-stem.net
Related URLs:	Google Scholar: Fraser, S UTAS Profile: Fraser, S UTAS Profile: Crowley, S
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