Positioning the chapter STEM clubs differentiate themselves from formal classroom-based, curricula-focused programming in several key ways. Firstly, they involve different dynamics between learners, as well as learners and their teacher, namely because of the freedom in not having to be aligned strongly with curriculum results in a more learner-driven and co-constructed learning environment. Largely due to the environment and the smaller learner-to-teacher ratios, the partnerships formed between learners, teachers, parents, volunteers, and others are often richer, more dynamic and have a more targeted impact than can be achieved in a typical classroom context with larger numbers and competing demands. And while STEM learning and teaching is increasingly finding its place in the classroom, STEM clubs continue to fill a niche by regularly exposing children to STEM concepts, enterprise skills and capabilities in exploratory and engaging ways. CASE STUDY 1 Private STEM club provider: Building Block Studio

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Throughout 2020, the world was significantly impacted by the COVID-19 pandemic. In the context of higher education, the pandemic critically affected professional experience, a core component of teacher education. This paper shares data from a large-scale survey about teachers’ sense of self-efficacy and the impact of COVID-19 on professional experience. Findings showed that the disrupted context had a moderate effect of pre-service teachers’ self-efficacy in relation to their classroom management, instructional strategies, and student engagement. Qualitative results illuminated that the modes of learning, changing classroom contexts and communication between the pre-service teachers, school and their university were the underlying contextual factors that impacted pre-service teacher’s self-efficacy. Implications from these findings challenge universities to consider how to best support pre-service teachers’ progression in times of disruption and consider how Initial Teacher Education (ITE) programs prepare pre-service teachers to teach in disrupted classrooms.

Education contexts engaging in reform, operate in complex environments that require the coherent implementation of education policies. Research highlights that systems that support shared leadership, strong communication practices and a sharp focus on the articulation of shared beliefs, are positioned to support strong policy interpretation though the enactment of school improvement strategies. This paper explores the inter-connected roles of a system middle leader (regional Project Officer) and a school leader (Principal) in interpreting and enacting systemic policy and direction in a state primary school within a regional context in Queensland, Australia. The case study utilised the regional Project Officer and Principal participants as co-researchers and captured their experiences through recorded narratives and narrative inquiry conversations. The thematic data analysis provides useful information about how school leaders can work with system middle leaders and their own school’s teaching teams to proactively grow the capacity, credibility and strength of teachers to translate policy into enacted school improvement strategies.