Converging discipline perspectives to inform the design and delivery of STEAM teacher professional learning

STEAM education continues to build momentum across Australia, with education stakeholders making space for the contribution that expanded and non-hierarchical disciplinary perspectives are bringing to education at all levels. This article offers a discussion of the lived experiences of teacher professional learning collaborators in designing and delivering a multi-site, live streamed STEAM professional learning event. The authorship teams’ individual and shared experiences of contributing to teacher professional learning that holds space for broad and deep disciplinary agendas to emerge are elicited. From this, implications of working with and from ways of being, doing and knowing inherent to individual disciplines are considered in relation to their wider disciplinary synergies. In mapping the synergies inherent to the authorship teams’ experience of contributing to this event, this article illustrates how storying disciplinary perspectives can elicit meaningful thresholds for connection, convergence and collaboration.