STEM immersions + pedagogical PD drives multi-domain growth in multi-disciplinary teachers: qualitative findings from the Kenan Fellows Program for Teacher Leadership

Abstract

Preparing students for evolving science, technology, engineering, and mathematics (STEM) careers requires teachers who understand workforce skills and pathways, yet most professional development (PD) and STEM Experiences for Teachers (SETs) are studied in isolation. This study examines the effects of the Kenan Fellows Program for Teacher Leadership (KFP) on teachers’ professional growth. KFP is a year-long model that integrates a 120h summer industry or research immersion with 80h of pedagogical and leadership PD spread across summer, fall, and spring institutes. We conducted a secondary analysis of transcripts from 56 interviews and 3 focus-groups from 73 teachers who participated in KFP between 2018 and 2024. The data were originally collected for the purpose of program evaluation. We employed inductive coding and then mapped emergent categories to Clarke and Hollingsworth’s (2002) Interconnected Model of Professional Growth (IMPG) to examine professional growth in the participating teachers’ personal domain, domain of practice, and domain of consequence. The IMPG accounts for the complex and multi-faceted nature of teacher professional growth that flows from PD experiences, providing a useful lens for examining the effects of KFP on teacher growth. Our findings indicate that the participating teachers most frequently reported changes in their personal domain (n = 371), with more references to knowledge (n = 160) than beliefs (n = 128) or attitudes (n = 69). Growth in their domain of practice (n = 211) centered on pedagogy (n = 136) and forming new community connections (n = 54). Reported changes in their domain of consequence (n = 241) highlighted teacher outcomes (n = 162) and new student opportunities (n = 95). Co-occurrence analyses linked knowledge gains to professional development and industry connections (72 co-occurrences) and belief change to program infrastructure/values and brand recognition (52 co-occurrences). A salient pathway traced increased self-efficacy → agentic action → new community connections → opportunities for students. The results of this study highlight how integrating SETs with sustained pedagogical and leadership PD drives multi-domain teacher growth and bridges the “knowing–doing gap” often seen in professional learning. Findings show that KFP’s SET + PD model enhances teachers’ knowledge, self-efficacy, and networks, which in turn catalyze agentic actions that expand classroom opportunities for students (e.g., classroom projects connected to apprenticeship programs). Through the lens of Clarke and Hollingsworth’s IMPG, the study demonstrates that external supports—such as industry experiences, high-quality PD, and program infrastructure—produce personal growth that translates into new pedagogical practices, leadership roles, and student engagement. This study positions the KFP model as a replicable framework for workforce-aligned teacher professional development and offers design and policy recommendations for scaling SET + PD initiatives to strengthen K–12 STEM education and career readiness.