ABSTRACT
Teacher education programs are challenged in how to best prepare STEM teachers for future secondary classrooms. Although the international community has recognized the importance of STEM education, wide variation exists in how programs prepare teachers to teach STEM. Moving away from the silo approach of individual content areas in STEM, teacher education programs are having to reinvent themselves to address a more integrated approach to STEM. Training teachers who are well versed in multiple STEM disciplines, which are developed in project- and problem-based learning, is the charge programs must embrace. This chapter addresses how programs might approach such movement.
