LESSONS LEARNED FROM TEACHING STEM IN A VIRTUAL ENVIRONMENT: A SELF-STUDY

This collaborative self-study examines five teacher education faculty who embarked upon a collective virtual Science, Technology, Engineering, and Mathematics (STEM) learning experience for elementary students led by university faculty and prospective elementary mathematics teachers (PEMT). Teacher Educators (TEs) engaged in reflection and conversation about lessons learned and how they impacted the experiences provided to elementary mathematics teachers the following semester. In a broad sense, the goal is to better understand the impact broadening the learning experiences of TEs has on their PEMTs. The aim of this research study was to explore how the TEs were influenced by teaching elementary students in a virtual STEM experience and to determine how this experience affected their future instruction of PEMTs.