The purpose of this paper is to explore what key competencies and characteristics of teachers are needed for integrated Science, Technology, Engineering and Mathematics (STEM) teaching and to investigate teachers’ perceptions on how important those competencies are and how often they are executed.,An exploratory sequential mixed methods approach was used to investigate key characteristics of integrated STEM teaching competencies and the level of their importance and performance as perceived by teachers. By using behavioral event interview technique, qualitative data were collected from professional secondary teachers in science, math and technology subjects. An instrument was constructed based on the result of qualitative research; and a survey was conducted with 48 STEM teachers working in South Korea. The mean values between importance and performance of integrated STEM teaching competencies were compared. A perceived importance level of each item was compared with a practice level by using importance-performance analysis.,As a result of qualitative research, in total 21 items were constructed as detailed characteristics of each domain of integrated STEM teaching competencies, which provide insights about teachers’ perceptions of teaching competencies that are critical for integrated STEM education. A comparison of means between importance and performance of integrated STEM teaching competencies showed that whereas teachers considered each of these items to be of significant importance in their overall evaluation of the integrated STEM teaching competencies, they are not performing at a level that reflects the assigned importance.,This research results provide information for future research on how to implement an integrated STEM education initiative at the secondary school level, for planning teacher training programs, pre-service teacher education and related educational policies.,South Korea has focused on integrated STEM education to raise talented human resources in the fields of science and technology. However, many teachers have experienced serious difficulties and troubles in executing integrated STEM education. It is necessary to figure out key competencies and characteristics of teachers to facilitate integrated STEM teaching.

中文翻译：

---

韩国中学教师认为STEM教学的综合能力和表现

本文旨在探讨科学，技术，工程和数学（STEM）集成教学需要哪些教师的关键能力和特点，并调查教师对这些能力的重要性和执行频率的看法。探索性顺序混合方法方法用于调查STEM集成教学能力的关键特征以及其重要性和表现水平，如教师所察觉。通过使用行为事件访谈技术，从科学，数学和技术学科的专业中学教师那里收集了定性数据。根据定性研究的结果构造了一种仪器；我们对在韩国工作的48位STEM老师进行了调查。比较了STEM综合教学能力的重要性和绩效之间的平均值。通过重要性-绩效分析，将每个项目的感知重要性水平与实践水平进行了比较。定性研究的结果是，总共构建了21个项目，作为集成STEM教学能力各个领域的详细特征，从而提供了关于教师对于综合STEM教育至关重要的教学能力的看法。对STEM综合教学能力的重要性和绩效之间的均值比较表明，尽管教师认为这些项目在他们对STEM综合教学能力的整体评估中具有重要意义，但他们的表现并未反映出所分配的重要性。，这项研究结果为将来如何在中学级实施STEM整合教育计划，规划教师培训计划，职前教师教育和相关教育政策提供了信息。科技领域的人才资源。但是，许多教师在进行综合STEM教育时遇到了严重的困难和麻烦。有必要弄清楚教师的关键能力和特点，以促进综合STEM教学。，韩国致力于整合STEM教育，以培养科技领域的人才。但是，许多教师在进行综合STEM教育时遇到了严重的困难和麻烦。有必要弄清楚教师的关键能力和特点，以促进综合STEM教学。，韩国致力于整合STEM教育，以培养科技领域的人才。但是，许多教师在进行综合STEM教育时遇到了严重的困难和麻烦。有必要弄清楚教师的关键能力和特点，以促进综合STEM教学。