This book showcases evidence-based accounts of how school systems can tackle the challenges associated with teacher training in integrated STEM (science, technology, engineering, and mathematics) education. It reports on how a group of high school teachers from Papua New Guinea were upskilled in integrated STEM education through the Graduate Certificate in STEM Education course delivered by the Queensland University of Technology (QUT) (Australia). Through their own voices, the teachers present examples of how they applied their new knowledge and skills in their contexts by tackling real-world challenges and needs aligned with the PNG Curriculum and the United Nations’ Sustainable Development Goals. Their narratives are framed in terms of the STEM pedagogies they adopted. The book provides evidence of how knowledge gained through postgraduate training has been implemented by teachers in their respective contexts, including some in rural and remote schools. Through the eyes of both teacher educators and teachers, this book demonstrates how integrated STEM Education can be delivered and serves as a helpful resource for academics, teachers, and policymakers. Through these connections, academia and educational jurisdictions can sharpen their strategies for providing teacher in-service courses on integrated STEM Education.
