ABSTRACT
Calls for teacher leadership pathways have increased in recent years against a backdrop of political attention to STEM education. Public perception of PreK-12 grade STEM educators often confines teachers to roles in classrooms, while broader movements in STEM education have their origins in tightly coupled coordination between industry and policy spheres. We review the history of teachers’ engagement in STEM education policy and summarize the changing perceptions of teacher leadership in policy, illuminating implications for STEM teachers. We present a review of existing research on STEM teacher policy leadership, discuss emerging theoretical frameworks, and recommend future avenues of study.
