Despite growing curricular emphasis on computational thinking (CT) and engineering design practice (EDP), preparing elementary teacher candidates (ETCs) for integrated, practice-based instruction remains challenging. Grounded in Communities of Practice (CoP) and design-based implementation research (DBIR) frameworks, this study examines how ETCs (pre-survey: n = 23, post-survey: n = 13) develop learning-to-teach practices for integrating coding and robotics into PreK–5 STEAM learning (STEM with Arts integration) to foster these competencies. The study is situated within an interdisciplinary, community-partnered course, Toying with Technology (TwT), where ETCs collaborate in Critical Friends teams to design, facilitate, and reflect on community partners’ need-oriented, empathy-centered STEAM experiences. Utilizing PreK–5 learning technologies and field-based insights from STEM/STEAM professionals, ETCs developed 5E lesson plans integrating science, literacy, mathematics, and robotics, culminating in both an in-person and a virtual STEAM Family Night. Data sources include pre- and post-surveys measuring ETCs’ technology integration perceptions, post-field exit tickets, family feedback, community partner reflections, and course artifacts. Pre-survey results indicated limited prior experience and neutral confidence regarding technology integration. In contrary, post-survey findings demonstrated significant increases in self-reported confidence, conceptual understanding of CT and EDP, and readiness to facilitate empathy-centered, technology-rich learning. Qualitative analysis further revealed growth in collaboration, problem-solving, and pedagogical reasoning, while parent and partner feedback highlighted high levels of engagement and increased STEAM interest. Overall, this study provides initial empirical evidence, within a community-partnered, empathy-oriented course design, showing how community-engaged teacher education, informed by CoP and DBIR frameworks, prepares ETCs to teach CT, EDP, and critical problem-solving through integrated, authentic STEAM integration.

Science, especially physics, is considered pivotal in strengthening the future STEM workforce and economic growth. The critical roles that physics plays within

Assessment is a foundational element of effective teaching and learning, serving as both a tool for instructional improvement and a measure of educational quality (Harlen, 2010; Scriven, 1991). Amo...

This chapter presents a science methods course project, “Authoring Children's Science Stories,” in a K-5 teacher preparation program. The project integrates Western scientific knowledge with Indigenous ecological wisdom to address environmental challenges. Teacher candidates read The Three Sisters from Robin Wall Kimmerer's Braiding Sweetgrass and create original children's science books inspired by its themes. These books, published as Open Educational Resources (OER), reflect candidates' growing ecological awareness and storytelling skills. The chapter highlights how this creative process helps future teachers unpack personal worldviews, craft compelling narratives, and develop communication skills, ultimately fostering an ecological worldview centered on sustainability and interconnectedness. <!----> <!----> <!----> <!---->

This chapter presents a case study of the redesign of Toying with Technology, an interdisciplinary course integrating computational thinking, engineering design, and community-responsive STEAM learning for elementary teacher candidates. Guided by culturally relevant and sustaining pedagogy, Communities of Practice, and Critical Friends, the course positioned community partners as co-contributors of knowledge. Data included candidate reflections and artifacts, course materials, observations, and partner documentation. Findings show a shift from learning about technology to designing with technology in community settings. Coding and robotics were more readily integrated than math or science concepts in hands-on activities. Candidate-created lessons and resources were later adapted and reused by community partners. The case demonstrates how community partnerships and collaborative design can support community-responsive STEAM learning and potentially contribute to early foundations for STEM workforce pathways.