There is a growing emphasis on Science, Technology, Engineering, and Mathematics (STEM) education focused learning spaces vis-à-vis science education in the US public schools. These STEM learning spaces mostly take place in informal learning spaces such as STEM makerspace, coding academies, and STEM camps. With this emphasis, teachers teaching science in elementary grades may find themselves being asked to teach in STEM focused learning spaces that lay outside of their areas of expertise in science teaching to teach STEM concepts and skills (e.g., computational thinking, 3-D Modeling, TinkerCAD). This problem is further compounded by the fact that many informal spaces (e.g., STEM makerspaces) are now being integrated into formal school structures and schedules. This paper shares findings by examining the preparation of elementary pre-service teachers for teaching in one informal space—a STEM makerspace. We used an exploratory qualitative design method and share results that indicate including preparation in informal STEM teaching may be beneficial in one elementary teacher preparation program.

As the student population in the United States (US) is becoming more diverse, educator preparation programs are seeking ways to make the teacher workforce more diverse, which involves diversification of training experiences. Informal spaces, which can include integrated science, mathematics, engineering and technology (STEM) opportunities, are not traditionally part of teacher preparation, although teachers are being asked to occupy these STEM spaces with more frequency. Including informal experiences in a community STEM makerspace, which highlights digital fabrication, creativity, and problem solving, diversifies teacher preparation by extending beyond both the university setting and the elementary classroom. This exploratory case study with elementary (primary) pre-service teachers in a science and math methods (vis a vis STEM) class examines experiences they have in a community makerspace in a qualitative study, which uses Data Engagement (DE) as a methodological framework. DE draws upon intersectional feminist, critical, and materialist theories. Assembled and made data from observations in the makerspace, pre- and post-maker reflections, and responses to a modified in-person interview protocol reveal that, despite more open-ended and complex challenges than those experienced in class, participants reported positive future-thinking, less content dread, and more agency in perceived efficacy. These results invite further study and conversation about including informal STEM maker experiences in US teacher preparation as a step to increasing diversity in the teacher workforce.