STEM TEACHER PROFESSIONAL DEVELOPMENT IN RURAL PRIMARY SCHOOLS: A LESSON PLANNING APPROACH USING MODEL OF EDUCATIONAL RECONSTRUCTION

Abstract

Integrated STEM education requires teachers to move beyond teaching subjects in isolation. However, many rural primary STEM teachers face challenges due to limited access to professional development that is relevant to their teaching context. This qualitative study explores Rural primary STEM teachers’ perceptions of effective Teacher Professional Development (TPD) qualities and examines how these qualities were enacted through structured lesson planning informed by the Model of Educational Reconstruction (MER). The study involved 15 rural primary STEM teachers. Data were collected through semi-structured interviews, lesson plan analysis, and classroom observations. The data were analysed thematically to identify key patterns related to teachers’ professional development experiences and instructional practices. The findings reveal three TPD qualities that teachers perceive as essential: (1) self-development and curriculum innovation, (2) teamwork and flexibility, and (3) adaptivity. These qualities were enacted through lesson planning processes aligned with MER and the 5E instructional model, allowing teachers to contextualise STEM content, collaborate on instructional decisions, and adapt teaching strategies to meet classroom needs. Overall, these qualities allow teachers to contextualise STEM content, collaborate on instructional decisions, and adapt teaching strategies to classroom needs.