This study aimed to examine pre-service teachers’ (PST) personal and declarative pedagogical content knowledge (PCK) for integrated science, technology, engineering, and mathematics (STEM) through a 13 week training course. A new model based on research-based practices was proposed. The model includes Learn, Experience, Study with Mentors, and Reflection on own development and learning, and the acronym LESMeR has been coined as the name for this model. The data were collected through Content Representation (CoRe) as pre- and post-lesson plans, semi-structured interviews conducted after the training, and reflection papers written on a weekly basis. Inductive and deductive data analyses were employed. Results revealed that all participants started the training with a topic-specific PCK (PCK A). None of the participants’ pre-CoRe included essential features of integrated STEM. However, after the training, eight participants were able to balance among STEM disciplines, and integrated at least two STEM disciplines; this was coded as PCK for integrated STEM (PCK C). Five PSTs showed PCK for integrated STEM development to some extent but they were unable to achieve balance among STEM disciplines; this was coded as transitional PCK (PCK B). Results revealed that PCK for integrated STEM development requires considerable time and support. Implications are provided for integrated STEM education.

中文翻译：

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LESMeR模型整合STEM开发的职前化学老师的教学内容知识

这项研究旨在通过为期13周的培训课程来研究职前教师（PST）的个人和陈述式教学内容知识（PCK），以整合科学，技术，工程和数学（STEM）。提出了一种基于研究实践的新模型。该模型包括“学习”，“经验”，“与导师一起学习”以及对自己的发展和学习的反思，“ LESMeR”的首字母缩写已被命名为该模型。数据通过内容表示（CoRe）作为课前和课后计划，培训后进行的半结构化访谈以及每周撰写的反思性文件进行收集。采用归纳和演绎数据分析。结果表明，所有参与者都使用特定主题的PCK（PCK A）开始了培训。参与者的CoRe审核前均未包含集成STEM的基本功能。但是，培训后，有八名参与者能够在STEM学科之间保持平衡，并整合了至少两个STEM学科；它被编码为集成STEM（PCK C）的PCK。五个PST显示PCK在一定程度上促进了STEM的集成开发，但它们无法在STEM学科之间达到平衡。它被编码为过渡PCK（PCK B）。结果表明，用于集成STEM开发的PCK需要大量时间和支持。提供了对集成STEM教育的启示。五个PST显示PCK在一定程度上促进了STEM的集成开发，但它们无法在STEM学科之间达到平衡。它被编码为过渡PCK（PCK B）。结果表明，用于集成STEM开发的PCK需要大量时间和支持。提供了对集成STEM教育的启示。五个PST显示PCK可以在一定程度上促进STEM的集成开发，但它们无法在STEM学科之间达到平衡。它被编码为过渡PCK（PCK B）。结果表明，用于集成STEM开发的PCK需要大量时间和支持。提供了对集成STEM教育的启示。