Exploring Pre-Service Teachers’ Support for STEAM and Bilingualism in Early Childhood: A Phenomenological Study in South Texas

Abstract

This phenomenological study explores how nine pre-service teachers in a South Texas early childhood program support STEAM learning and bilingualism (Spanish and English) among young Dual Language Learners (DLLs) during an annual community STEAM Day. Data sources include lesson plans, written reflections, focus group interviews, and event observations. Using constant comparative analysis and grounded theory of coding techniques—open, axial, and selective coding—the study examines pre-service teachers’ instructional practices, skills, and dispositions in play-based, interdisciplinary STEAM experiences. Participants reported that the annual STEAM event enhanced their ability to support DLLs through inquiry-based teaching that fosters curiosity, creativity, and language development in bilingual early childhood classrooms.

Keywords

• STEAM
• Pre-Service Teachers
• Dual Language Learners
• Inquiry-Based
• Play

Supporting Institution

The University of Texas Rio Grande Valley

Project Number

IRB- 24-0353

Ethical Statement

Ethical Statement: All participants provided informed consent prior to participation. The study was reviewed and approved by the Institutional Review Board (IRB) at The University of Texas Rio Grande Valley under protocol number IRB-24-0353.

Thanks

We extend our deepest gratitude to all research participants for their time, effort, and willingness to share their experiences. Their insights were invaluable in shaping the findings and advancing understanding in this area of study. We also appreciate the trust and support provided by the University, College, and Department throughout the research process, which made this work possible.

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