Perceptions of STEM, within the context of teaching D&T in secondary schools: A phenomenographically inspired study

This paper presents the preliminary findings of the initial phase of an ongoing research study. The study, which seeks to explore teacher’s perceptions of Science, Technology, Engineering and Mathematics (STEM), examines specifically the personal perspectives of nineteen teachers currently engaged in the delivery of the English design and technology national curriculum within mainstream secondary education settings. Empirical data has been gathered from participants using the methodological research approach of constructivist grounded theory. This approach has been selected as it allows for emergent sets of data to inform and direct successive areas of potential enquiry. Data which underpins the work was gathered using a series of semi-structured interviews and email conversations. Preliminary findings highlight several matters of potential interest, and selected findings gleaned from analysis of the data have been used to inform the discussion. Findings, which illustrate outcomes of this initial field work, present the perspectives of the teachers engaged in the study. In relation to the delivery of STEM the data illuminates the difficulties and challenges faced which presents a picture of an uneven integration, with teacher’s perceptions and understandings oscillating between aware and unaware, advocacy and adversary. In conclusion, findings suggest that if progress in relation to the assimilation of STEM within the English national curriculum is to be made, strategies for integration need to be revised.