Table 1 STEMKT coding tool Knowledge... | Emerald Publishing

Table 1

STEMKT coding tool

Knowledge domain	Code	Description	Indicator	Boundary crossing transformation learning processes
Knowledge of teaching STEM	[T1]	Knowledge of methods for effective STEM teaching	Teacher/s Mentioning or describing a pedagogical strategy or approach to each other (e.g. Think-Pair-Share) Admitting to or showing evidence of becoming aware of a new pedagogical strategy/approach or describing a change in their own pedagogical knowledge	Confrontation: Problem is jointly recognised which forces individuals to reconsider their existing practice
	[T1]	Knowledge of methods for effective STEM teaching		Recognition of a shared problem space
	[T2]	Understanding of level of appropriateness of teaching methods and activities	Teacher/s Debating or grappling with how a pedagogical strategy or approach should be used (e.g. comparing different tools, adapting existing tools) Describing their rationale or justification for selecting a particular pedagogical strategy or approach	Hybridisation: Melding of ideas and practices from different individuals in response to the identified problem in order to create a new practice
	[T3]	STEM content knowledge of individual STEM disciplines	Teacher/s Talking about STEM content knowledge. E.g. mentioning topics (e.g. surface area) or mentioning science, mathematics, engineering or technology content in a general way Explaining STEM content to one another other. E.g. one teacher explaining a STEM concept to the rest of the group, or the whole group explaining STEM concepts collaboratively Engaging in a debate or argument about STEM content, grappling with a STEM idea, but not necessarily coming to any conclusion Admitting to or showing evidence of becoming aware of either a gap in their STEM content knowledge and/or a change in their STEM understanding Describing their rationale or justification for selecting a specific STEM content or topic to examine more deeply Discussing using outside resources (reading articles, consulting national standards, contacting an expert, etc.) to deepen their STEM content knowledge	Crystallisation: New routines or procedures are enacted which embody what has been created or learnt
	[T3]	STEM content knowledge of individual STEM disciplines		Hybridisation: Melding of ideas and practices from different individuals in response to the identified problem in order to create a new practice

Knowledge domain	Code	Description	Indicator	Boundary crossing transformation learning processes
Knowledge of teaching STEM	[T1]	Knowledge of methods for effective STEM teaching	Teacher/s Mentioning or describing a pedagogical strategy or approach to each other (e.g. Think-Pair-Share) Admitting to or showing evidence of becoming aware of a new pedagogical strategy/approach or describing a change in their own pedagogical knowledge	Confrontation: Problem is jointly recognised which forces individuals to reconsider their existing practice
	[T1]	Knowledge of methods for effective STEM teaching		Recognition of a shared problem space
	[T2]	Understanding of level of appropriateness of teaching methods and activities	Teacher/s Debating or grappling with how a pedagogical strategy or approach should be used (e.g. comparing different tools, adapting existing tools) Describing their rationale or justification for selecting a particular pedagogical strategy or approach	Hybridisation: Melding of ideas and practices from different individuals in response to the identified problem in order to create a new practice
	[T3]	STEM content knowledge of individual STEM disciplines	Teacher/s Talking about STEM content knowledge. E.g. mentioning topics (e.g. surface area) or mentioning science, mathematics, engineering or technology content in a general way Explaining STEM content to one another other. E.g. one teacher explaining a STEM concept to the rest of the group, or the whole group explaining STEM concepts collaboratively Engaging in a debate or argument about STEM content, grappling with a STEM idea, but not necessarily coming to any conclusion Admitting to or showing evidence of becoming aware of either a gap in their STEM content knowledge and/or a change in their STEM understanding Describing their rationale or justification for selecting a specific STEM content or topic to examine more deeply Discussing using outside resources (reading articles, consulting national standards, contacting an expert, etc.) to deepen their STEM content knowledge	Crystallisation: New routines or procedures are enacted which embody what has been created or learnt
	[T3]	STEM content knowledge of individual STEM disciplines		Hybridisation: Melding of ideas and practices from different individuals in response to the identified problem in order to create a new practice

Note(s): Adapted from Bae et al. (2016)