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1. Developing Resilient K-12 STEM Teachers

   https://doi.org/10.1177/1523422318814483  

   Wright, Diane S.; Balgopal, Meena M.; Sample McMeeking, Laura B.; Weinberg, Andrea E. (February 2019, Advances in Developing Human Resources)

   The Problem The US is currently experiencing a shortage of K-12 science, technology, engineering, and mathematics (STEM) teachers, especially in high-poverty communities. The shortage can be explained by both low teacher recruitment and high teacher turnover; however, the reasons why teachers leave the profession are complex. The Solution We argue that teacher professional development programs are often focused on how teachers can meet the needs of their students but ignore how teachers can build their own professional resilience. We draw from research in both teacher self-efficacy and ecological adaptive capacity to propose a revised Teacher-Centered Systemic Reform Model that identifies adaptive capacity as an outcome goal for individuals and school systems. School environments are dynamic (e.g., new policies, student needs, and changing administrators), and as a result, teachers need skills to adapt, enabling them to be resilient while still meeting students’ needs. The Stakeholders Professional development, teacher educators, human resource development (HRD) practitioners, K-12 STEM teachers. 

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2. What Keeps STEM Teachers Going?: Engaging K-12 Teachers in Autoethnography

   Carr, Kevin M (March 2024, Paper Presented at the 2024 International Symposium on Autoethnography and Narrative (online), March 3, 2024)
3. Inspiring Social Justice in STEM Future Teachers

   McCollough, C.; Johnson, R.; Tejeda-Delgado, C.' Bruun (January 2021, Academic exchange quarterly)

   Teacher preparation relies primarily on classroom and field experiences including content and pedagogical practices. To comprehensively address areas which impact students’ lives, a broader vision is needed. This means reaching out to community mentors and including them in the educational experience of the student and making them an integral and specific part that experience. By doing so we can truly impact social justice and develop life-long agents of social change. Community-Engaged Teacher preparation is the catalyst and essence of social justice. 

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4. Inspiring Social Justice in STEM Future Teachers

   McCollough, C. (January 2021, Academic exchange quarterly)

   Teacher preparation relies primarily on classroom and field experiences including content and pedagogical practices. To comprehensively address areas which impact students’ lives, a broader vision is needed. This means reaching out to community mentors and including them in the educational experience of the student and making them an integral and specific part that experience. By doing so we can truly impact social justice and develop life-long agents of social change. Community-Engaged Teacher preparation is the catalyst and essence of social justice. 

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5. The supply and quality of STEM teachers

   https://doi.org/10.1057/s41599-025-04648-8  

   Nguyen, Tuan D (December 2025, Humanities and Social Sciences Communications)

   The future of the STEM workforce rests partly on the strength of the STEM teacher workforce to teach and nurture new generations of STEM graduates. However, the STEM teacher workforce is facing critical decline with the annual production dropping from about 31,000 a decade ago to around 20,000 in the last few years. This is concerning given the need for more STEM teachers to meet rising demands. Although production is decreasing, there are improvements in the diversity and qualifications of STEM teachers, including more female teachers and those with higher degrees in STEM fields. Investments in teacher salaries and financial support for STEM education can help address the shortage and improve the future STEM teacher workforce and STEM workforce. 

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