Teacher learning community for AR-integrated STEM education

This study used a social network analysis and a content analysis to identify 52 teachers’ perceptions to investigate the mechanisms of teachers’ roles and teachers’ perceived support from a learning community to overcome barriers to AR-integrated STEM teaching. The findings revealed that when teachers occupy more powerful and central roles in the AR-integrated STEM teaching community, they may perceive higher-order support for overcoming the corresponding barriers to AR-integrated STEM teaching. Furthermore, this study developed a framework for promoting teachers’ professional development in AR-integrated STEM teaching by clarifying the hidden role and actual support, which was rarely emphasized in past studies. •Relation between teacher role and perceived support from an AR-STEM teaching community was noted by social network analysis.•Teachers with larger structural holes and with higher degrees of centrality perceived higher-order support.•Teachers with higher degrees of centrality in the trust network perceived support for overcoming barriers.•Teachers with higher degrees of centrality perceived more support for overcoming barriers regarding design thinking.