Teachers’ challenges in teaching integrated STEM: - In the light of PCK as an analytical lens

In this article, we examine the challenges that teachers perceive when developing, planning and implementing integrated science, technology, engineering and mathematics (iSTEM) activities through collegial collaboration in elementary and lower secondary schools in Denmark. The aim was for teachers to collaborate across disciplines and to develop and implement iSTEM teaching activities. Throughout this process, all the teachers reported their challenges through process papers and surveys, while selected teachers provided additional insights through interviews. A thematic analysis identified five themes concerning the challenges of teaching iSTEM: subject matter confidence and student-centred approaches; collegial collaboration; specific challenges in integrating subjects across disciplines; planning and implementation; and challenges related to students. When comparing the challenges identified in the literature to those emerging from our data, many similar issues were found, alongside new perspectives that raise questions about previous assumptions regarding the challenges and constraints of teaching iSTEM. Notably, the teachers’ feelings of competence, enacted Pedagogical Content Knowledge and personal Pedagogical Content Knowledge when teaching iSTEM appeared to be related more to the procedural and pedagogical processes involved in using student-centred approaches than to the subject-specific content of the disciplines being taught.