With the expansion of science, technology, engineering, and mathematics (STEM) schools all over the United States and the world, new roles for teachers are being created, and with these roles, identities are evolving. However, these roles and identities remain an ill-defined area in STEM. The purpose of this paper was to explore the developing STEM teachers’ identities in emerging STEM schools, answering two research questions: (1) How do teachers define their roles as STEM teachers within a STEM school? (2) What do teachers identify as being important characteristics of STEM teachers? A multiple case study design was used to explore the research questions within a bounded context of two emerging STEM schools. Data for this study were drawn from semi-structured interviews conducted with eight teachers from two developing STEM schools within a large urban district in the Midwestern United States. Teams of teachers at each of the schools worked throughout the year to develop and implement their vision for STEM. Using an inductive data analysis process, three major themes that characterized a STEM teacher identity emerged. These were the unique nature of STEM teachers’ identity; professional characteristics of STEM; and personal characteristics of STEM teachers. Collaboration, flexibility, awareness of students’ needs, and advocates of equity and inclusion were identified as pivotal characteristics of STEM teachers. This study concluded that STEM teachers’ identity can be viewed as a dynamic, evolving process that results from the interaction of personal and professional traits within new educational experiences exemplified by the STEM endeavor in their schools. An alignment between teachers' personal philosophy and STEM understanding is essential for the success in teaching in STEM schools.

Background: The study was initiated as a response to the growing Science, Technology, Engineering, and Mathematics (STEM) experience in Egypt in terms of the growing number of schools, number of students admitted, and the effect of this experience on the overall education system in the country. Viewing teachers as the backbone of the STEM experience and teaching as a relational sociocultural practice (Biesta, G. & Stengel, B. (2016) AREA Handbook of research on teaching, 5th edition), this research explores the evolution of teachers’ STEM identity during their professional journey in the Egyptian STEM education reform initiative. Aim: The purpose of this study is to explore the dynamic dialogical interaction between the different factors impacting the development/evolution of the STEM teachers’ identity. The study is guided by the following research questions: How did Egyptian STEM teachers’ identity evolve over the course of the STEM experience in model STEM schools in Egypt? How did the political and structural characteristics of the STEM schools and teachers developing STEM identities interact and co-evolve? What do Egyptian STEM teachers identify as being important characteristics of STEM teachers Methodology: A multiple holistic case study design was used to explore the research questions within the bounded context of an established Egyptian STEM school. Methods: Data for this study were drawn from (1) semi-structured interviews conducted with seven teachers from an Egyptian STEM school and (2) document analysis of Ministry of Education decrees and the published reports of Education Consortium for the Advancement of STEM in Egypt. Results: Using inductive and deductive data analysis, teachers were found to have undergone a deep transformative change process from a traditional teacher into teachers with a progressive mindset and student-centered classroom practices. The teachers developed strong conceptualizations of the STEM education, stressed the importance of collaboration, critical thinking, and motivation for teachers seeking to work in a STEM setting, and considered themselves moving towards established STEM teachers’ identity. Conclusion: This study concluded that STEM teachers’ identity can be viewed as a dialogical, dynamic, and evolving process that results from the interaction of personal and professional traits within new educational experiences exemplified by the new and different experiences in their STEM schools. Despite several challenges, such as limited resources and influence from the bureaucracy and norms of the traditional education system, the teachers still persist in their professional growth and desire to impact the larger context of the Egyptian education system.

In this exploratory case study, the assessment methods planned and used in Egyptian STEM schools were explored. The purpose of the study was to explore the relationship between the ideals provided in STEM education both from research and policy documents and the actual assessment strategies used both at the classroom and state level in order to understand the alignment between the proposed lofty goals of STEM and the modes of assessment actually used. Teachers in Egyptian STEM schools were surveyed and interviewed to explore this relationship. Samples of their assessments were also examined. Teachers were found to have been using two mutually exclusive models of assessment; a set of assessments at the disciplinary level and another set at multidisciplinary level including, but not restricted to, project and problem learning, inquiry, and reflective journaling. The study revealed partial alignment between expectations and reality of assessment in Egyptian STEM schools.

This chapter investigates the status of one of the online programs at a not-for-profit university in Egypt offering professional development diplomas to school teachers and leaders. The program focuses on a STEAM online modality track. To explore the program, both graduates and instructors teaching in the online modality program were part of this research. Two main instruments were designed and administered: one was a focus group discussion with instructors in addition to individual interviews with 9 graduates. The research utilized a case study approach and data were analyzed using thematic analysis. Findings show areas of strength in the program design and delivery. Learners were clearly impacted by the online modality, although for some it started as a shock then gradually improved as they too started to replicate instructors' scaffolding and interdisciplinary design with their students. Recommendations were provided related to the start of the program to include more guidance and the final practicum course where it turned out to be an opportunity for innovative thinking.