Understanding teachers’ experiences as they lived them and as they told them is important for conceptualizing a well-rounded view of the state of science education and the role teachers play in it. Journey mapping, a way of visualizing one’s processes and experiences as they progress towards a goal, is a tool with the potential to capture teachers’ lived experiences. The purpose of this study was to explore elementary teachers’ lived experiences as they work to provide science and engineering learning experiences for their students. This paper highlights the use of STEM journey mapping as a way of exploring teachers’ lived experiences in their day-to-day practice. This study features the STEM journey map and subsequent narrative of a fourth-grade teacher, Elliot. The data analysis supported the argument that journey mapping was a powerful tool for exploring teachers’ lived experiences.

了解教师的亲身经历和他们所讲述的经历，对于全面了解科学教育的现状以及教师在科学教育中所扮演的角色非常重要。旅程地图是一种可视化个人朝着目标前进的过程和经历的方式，是一种有潜力捕捉教师生活经历的工具。这项研究的目的是探索小学教师在为学生提供科学和工程学习体验时的生活经历。本文重点介绍了使用 STEM 旅程地图作为探索教师在日常实践中的生活经验的一种方式。本研究以四年级老师 Elliot 的 STEM 旅程地图和后续叙述为特色。数据分析支持了这样的论点：旅程地图是探索教师生活经历的强大工具。