Patrick M. Jenlink and Karen Embry Jenlink have compiled an important and timely resource for professionals in the field of STEM teacher preparation programs. This well-written volume provides a clear argument for utilizing an interdisciplinary perspective when preparing teachers who will guide student learning in the twenty-first century in the fields of science, mathematics, engineering and technology. As an engineer and STEM education scholar for many years, it is refreshing to note the importance given not only to teaching strong content fundamentals but also to infusing pedagogy with cultural relevance and real-world contexts that celebrate creativity and innovation. The guidance of the editors and the other respected contributing authors will positively impact not only faculty who prepare teachers and their teacher candidates, but also the young K-12 students who will learn from professionals who model the interdisciplinary nature of learning, collaborating and problem solving as future professionals in the STEM workforce.

Araceli Martinez Ortiz, Executive Director, LBJ Institute for STEM Education and Research; Research Associate Professor of Engineering Education, College of Education, Texas State University

The excitement of learning science and mathematics comes from wrestling with how science is thoroughly intertwined with engineering and technology and bound together with societal and cultural values. STEM teachers represent our society’s front line for engendering a love for science in the children that follow in our footsteps, and this book carefully outlines both the barriers to fruitful STEM teaching and provides navigable pathways to success that our teachers—and ultimately our children—need right now.

Timothy F. Slater, University of Wyoming Endowed Professor; Senior Scientist, CAPER Center for Astronomy & Physics Education Research

STEM educators believe in the necessity and power of interdisciplinary learning, but few know how to create rich cross-boundary learning opportunities. The authors in STEM Teaching: An Interdisciplinary Approach creatively address this problem where it must begin—with educating teachers. The book is a rich and comprehensive resource for teacher educators who want to learn about, or are engaged in, STEM interdisciplinary learning, teaching, and teacher education.

James Hiebert, Robert J. Barkley Professor of Education, School of Education, University of Delaware

STEM Teaching: An Interdisciplinary Approach is a disruptive book about how to approach and how to teach in a new inspired way for new generations of teachers. The authors in this book take readers to the suggestive world of the interdisciplinary perspective, a holistic vision of teacher education, very useful to anyone who wants to connect different disciplines for a real education for a real life. It is a must-read for teachers, educators, students and researchers with a step forward list of recommendations to change our thinking level about STEM education.

Luis Marqués Molías, Dean, Faculty of Educational Sciences and Psychology, Universitat Rovira i Virgili, Spain

With the growing demand for individuals with expertise in STEM fields, STEM Teaching: An Interdisciplinary Approach is not only timely but is imperative. It provides support for teacher educators wishing to prepare new teachers with the expertise needed to promote STEM through an interdisciplinary approach and redefines what it means to be literate in today’s world.

Shirley Lefever PhD, interim vice president and provost, Wichita State University; past president, Association of Teacher Educators (ATE)