A Narrative Inquiry into Elementary Teacher Experiences Transitioning from Traditional Teaching Methods to Arts Integration in STEAM
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Authors
Sandlin, Abby
Issue Date
2025-12-03
Type
Dissertation
Language
en_US
Keywords
Education , Curriculum development , Teachers , Dissertations, Academic
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Abstract
This qualitative study explored elementary classroom teachers’ experiences transitioning from traditional teaching methods to arts-integrated STEAM practices at STEAM-certified schools in Georgia. Guided by constructivism (Dewey, 1934) and Schlossberg’s (1981) transition theory, I examined how teachers navigated the challenges of change, the supports that shaped their experiences, and the recommendations they offered for others making a similar transition to STEAM. I used narrative inquiry as the methodology to gather interview data, which was analyzed to identify overarching themes. Findings revealed that teachers initially described feelings of fear, confusion, and uncertainty as they adjusted to new expectations. Professional development played a central role in shaping teacher confidence, though concerns about time and training quality were evident. Teachers’ prior experiences with the arts influenced the ease of integration, and collaboration among colleagues and administrators emerged as a critical support. Empathetic administration also played a key role in supporting teachers, specifically through the provision of supplies and making adjustments based on teacher feedback. Ultimately, participants highlighted the importance of support, mindset, flexibility, and strong leadership in sustaining arts-integrated STEAM practices. The results fill a gap in the existing literature by providing insight into the experiences of classroom teachers who had to transition their teaching practices to arts-integrated STEAM. Practical implications for educators, administrators, and policymakers include prioritizing meaningful professional development, protecting collaborative planning time, and fostering a culture that values both innovation and teacher voice.
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This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.