Strengthening STEM Education in Danish Primary Schools: an Analytical Model and Approach to Professional Development

In Denmark, there is a significant need for developing teaching practise and methods for future STEM education in primary schools. However, there is a lack of tradition, structural framework, tools, and professional development to support the practise of the science teachers in everyday teaching. Over the past few years, various continuing education programmes have been initiated, but they often experience challenges in the anchoring process when the funding runs out. Therefore, it is crucial to develop sustainable professional development designs with a focus on sustainable implementation. In this article, we present an analytical model encompassing key areas vital to supporting this. The model is based on empirical data from the programme Engineering in Schools, that aims to implement the engineering method in primary education through teacher competence development. The analytical model outlines six thematic factors influencing implementation: Leadership and management, strategic focus and schoolwide plans, storytelling and a common language about engineering, professional networks opportunities, the teachers' approach and motivation and the physical spaces and materials provided to support the teacher’s education. We propose that the model can be used in the planning of professional development in primary schools, as well as a tool for evaluation.