Enacting cutting-edge practices in high school stem education: a narrative inquiry.

• Online Access: http://hdl.handle.net/2047/D20205537

This qualitative study using narrative inquiry methodology contributes to the understanding of how great high school teachers have built their self-efficacy and teacher efficacy, ultimately enacting cutting-edge practices in STEM (science, technology, engineering, and mathematics) education. The study participants facilitated technological product invention projects that were ultimately showcased at a White House Science Fair. The study found that these great STEM teachers have many outstanding performance accomplishments and strong beliefs about teaching. They are extremely gritty and resource-savvy teachers. They have enacted changes in their schools through project-based, hands-on classes and programs, such that students are engaged in learning while solving real-world problems. The exploratory study cannot be generalized to all STEM teachers; however, new knowledge was created that may influence how teachers can experience and learn to enact cutting-edge practices-such as technological product invention-with confidence.