How STEM Teacher Immersions and Pedagogical PD Drive Multi-Domain Growth: Qualitative Findings from [Fellowship Program]

Background Preparing students for evolving STEM careers requires teachers who understand workforce skills and pathways, yet most professional development (PD) and STEM Experiences for Teachers (SETs) are studied in isolation. This study examines [Fellowship Program] (TFP; Pseudonym), a year-long model that integrates a 120-hour summer industry or research immersion with 80 hours of pedagogical and leadership PD. We analyzed 56 interview and 3 focus-group transcripts from seventy-three K–12 teachers who participated in TFP between 2018 and 2024. Using Atlas.ti, we employed inductive coding and then mapped emergent categories to Clarke and Hollingsworth’s Interconnected Model of Professional Growth (IMPG) to examine professional growth in teachers’ Personal Domain, the Domain of Practice, and the Domain of Consequence. Results Our findings indicate that teachers most frequently reported changes in the Personal Domain (n = 371), with more references to Knowledge (n = 160) than Beliefs (n = 128) or Attitudes (n = 69). Growth in the Domain of Practice (n = 211) centered on Pedagogy (n = 136) and forming new Community Connections (n = 54). Reports in the Domain of Consequence (n = 241) highlighted teacher outcomes (n = 162) and new student opportunities (n = 95). Co-occurrence analyses linked knowledge gains to Professional Development and Industry Connections (72 co-occurrences) and belief change to Program Infrastructure/Values and Brand Recognition (52 co-occurrences). A salient pathway traced Increased Self-Efficacy → Agentic Action → new Community Connections → Opportunities for Students. Conclusions The results of this study highlight how integrating SETs with sustained pedagogical and leadership PD drives multi-domain teacher growth and bridges the “knowing–doing gap” often seen in professional learning. Findings show that TFP’s SET + PD model enhances teachers’ knowledge, self-efficacy, and networks, which in turn catalyze agentic actions that expand classroom opportunities for students. Using Clarke and Hollingsworth’s IMPG, the study demonstrates that external supports—such as industry experiences, high-quality PD, and program infrastructure—produce personal growth that translates into new pedagogical practices, leadership roles, and student engagement. This study positions the TFP model as a replicable framework for workforce-aligned teacher professional development and offers design and policy recommendations for scaling SET + PD initiatives to strengthen K–12 STEM education and career readiness.