Does the Science, Technology, Engineering and Mathematics (STEM) agenda need separate curricular input in the realms of undergraduate Initial Teacher Education (ITE)?

The work presented here will look at how those involved with Initial Teacher Education (ITE) prepare trainee teachers to deliver and work within the area of Science Technology Engineering and Mathematics (STEM). Taking cognisance of the work of Barlex (2007; 2009) who argues for the inclusion of STEM and recognition of it as a curriculum entity. This work presents the views, opinions and reflections of those who are currently following an undergraduate route to achieve Qualified Teacher Status (QTS) with regard to their ability to both engage with and deliver the STEM agenda within the secondary curriculum. Following this, discussion and analysis of the findings will lead to an overall response to the research question posed as the title to this paper.