STEM professional learning: supports and tensions with the Kingdom of Saudi Arabian teachers’ immersion experiences in Australian schools

ABSTRACT

A novel way to support change and development in a country’s education system is to send teachers abroad on a professional learning program, so that they become immersed in a different culture, language and education system. The focus of this study was to investigate the supports and tensions created during a professional learning and leadership development program, in which teachers from the Kingdom of Saudi Arabia (KSA) (n = 45) lived in Australia for one year. A multiple case study approach was used to report on the analysis of individual interviews with the KSA teachers (n = 5) and their capstone projects. Drawing on the 2019 study of McChesney and Aldridge,, we report on findings related to the teachers’ evolving Science, Technology, Engineering and Mathematics (STEM) integration and leadership skills. Findings indicated that there were both tensions and supports for the KSA teachers. Tensions existed as the teachers were developing their English language proficiency and learned more pedagogical ideas about the integration of STEM into the curriculum. Furthermore, the KSA teachers benefitted from mentor teachers’ support in schools and modelling of leadership practices with respect to planning and through completion of a capstone project. Implications concerning an international immersion program are discussed.

KEYWORDS:

• Supports
• tensions
• STEM professional learning
• teacher transnational immersion program
• teacher STEM integration
• teacher leadership capacity

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This project was funded by the Saudi Arabian Cultural Mission and the Ministry of Education in the Kingdom of Saudi Arabia.

Notes on contributors

Sarika Kewalramani

Sarika Kewalramani is an Early Childhood/Primary STEM Lecturer at Monash University, Melbourne. Sarika's research expertise resides in conceptualising kindergarten and primary teachers' understanding of the nexus between creative STEM-based play by integrating technologies such as robotics as inclusive teaching practices and curricula programs in ways that promote students learning and development.

Megan Adams

Megan Adams is a senior lecturer at Monash University. Megan's research interest has a focus on inclusion and diversity, and in particular she is working towards understanding ways to reduce education inequalities for marginalised groups. Megan works with school leadership and teachers (locally and internationally) to understand different perspectives concerning the recent and rapid changes in education and how this affects professional learning of teachers and in turn learners.

Rebecca Cooper

Rebecca Cooper is a Senior Lecturer and director of initial teacher education at Monash University, Australia. Her research interests include considering how science teachers and science teacher educators develop pedagogical knowledge throughout their career and articulating the practice and professional learning of highly accomplished teachers. Rebecca is President of the Australasian Science Education Research Association and a panel chair for initial teacher education course accreditation for the Victorian Institute of Teaching and Australian Institute for School Leadership.