Studying STEM Identity of Hong Kong kindergarten teachers who adopt an inquiry-based teaching approach

STEM teacher identity depicts who an individual is as a teacher, their views, understandings, morals and commitments which they hold towards being a STEM educator. With the expansion of science, technology, engineering and mathematics (STEM) over the last few decades STEM teacher identities are being redefined. This study comprehends the meaning of STEM teacher identity and recognizes the aspects affecting its development by providing insights into the two research questions: (1) What is the STEM identity of teachers in Hong Kong kindergartens who follow an inquiry-based teaching approach? (2) Which factors contribute to the development of the STEM identity of teachers in inquiry-based kindergartens in Hong Kong? This study surveyed educators to gather their thoughts, which formed the input for carrying out qualitative research to find the STEM identity definition and indicators. Educators from various inquiry-based international schools around Hong Kong contributed (n=47) and 16 of them joined the interviews. The main aim of this research is to define STEM identity and recognize the pillars forming STEM identity which affect its growth for kindergarten educators. Additionally, this study recognizes the challenges and deterrents of applying STEM identity as a new perspective in early childhood education (ECE) in an inquiry-based setting.