Professional Growth of STEM Teachers: Viewing from Entrepreneurial Frame

IF 2.2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Research in Science Education Pub Date : 2024-06-21 DOI:10.1007/s11165-024-10179-0
Aik-Ling Tan, Tang Wee Teo
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Abstract

This paper examines professional growth of a STEM teacher from the entrepreneurial frame. Using a personal narrative together with a STEM/science lesson package developed by the participant teacher, we unpack a teacher’s professional growth by interpreting her beliefs and actions using characteristics of entrepreneurial thinking. Our analysis and interpretations revealed that risk-taking forms of behaviour manifest as willingness to take calculated risks to make ‘cold’ calls to different organisations to request sharing or learning opportunities. The motivation to succeed stems from a belief that STEM education can improve the lives of students and that all students can learn. Passion for the discipline of STEM and personal beliefs to uplift students propel the teacher to persevere in her professional development despite busy schedules and conflicting demands of school and home. This study and its findings bring a fresh perspective to the idea of teacher agency from an entrepreneurial lens positioning teachers as self-empowered as compared to individuals who depended on the system to provide enablers for professional growth in the teaching profession. While self-empowerment to enact a curriculum is catalytic, teachers’ capacity for change is circumscribed by teachers’ capacity to act and accumulate practical knowledge. These entrepreneurial actions of successful STEM teachers could be used to facilitate teacher reflection on their professional journey. As the narrative approach sought to present an in-depth examination of the relationship between entrepreneurial thinking and teacher professional growth, the generalisability power of the assertions made is limited. The entrepreneurial thinking framework together with narratives from successful teachers enable teachers to locate where they are in their personal professional development and where they can aspire to move towards in their personal goal settings. Future research can examine teachers’ levels of entrepreneurial thinking and compare them against narratives of their professional growth to distil the behaviours that could lead to growth of entrepreneurial thinking. Curriculum leaders can also use the ideas of entrepreneurial thinking for professional growth to counsel and coach their team.

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STEM 教师的专业成长:从创业框架看问题
本文从创业框架出发,研究了一名 STEM 教师的专业成长。通过个人叙事和参与教师开发的 STEM/科学课程包,我们用创业思维的特点解释了教师的信念和行为,从而解读了教师的专业成长。我们的分析和解读显示,冒险行为的表现形式是愿意冒着经过深思熟虑的风险,给不同的机构打 "冷 "电话,请求分享或学习机会。成功的动机源于这样一种信念,即 STEM 教育可以改善学生的生活,所有学生都可以学习。对科学、技术、工程和数学学科的热情以及激励学生的个人信念,推动着教师在繁忙的工作和学校与家庭需求冲突的情况下,坚持不懈地进行专业发展。这项研究及其发现从创业的角度为教师能动性的概念提供了一个全新的视角,将教师定位为自我赋权者,而不是依赖于系统为教师职业的专业发展提供助力的个人。虽然自我赋权以制定课程具有催化作用,但教师的变革能力受制于教师的行动能力和实践知识的积累。成功的 STEM 教师的这些创业行动可以用来促进教师对其专业历程的反思。由于叙事方法旨在对创业思维与教师专业成长之间的关系进行深入研究,因此所做论断的普适性有限。创业思维框架与成功教师的叙事相结合,使教师能够找到自己在个人专业发展中的位置,以及在个人目标设定中可以向何处迈进。未来的研究可以考察教师的创业思维水平,并与他们的专业成长叙事进行比较,从而提炼出能够促进创业思维发展的行为。课程领导者也可以利用创业思维促进专业成长的理念来辅导和指导他们的团队。
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来源期刊
Research in Science Education
Research in Science Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.40
自引率
8.70%
发文量
45
期刊介绍: 2020 Five-Year Impact Factor: 4.021 2020 Impact Factor: 5.439 Ranking: 107/1319 (Education) – Scopus 2020 CiteScore 34.7 – Scopus Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership. RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal. You should consider submitting your manscript to RISE if your research: Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and Advances our knowledge in science education research rather than reproducing what we already know. RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted. The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers. Empircal contributions are: Theoretically or conceptually grounded; Relevant to science education theory and practice; Highlight limitations of the study; and Identify possible future research opportunities. From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks. Before you submit your manuscript to RISE, please consider the following checklist. Your paper is: No longer than 6000 words, including references. Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability; Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education; Internationalised in the sense that your work has relevance beyond your context to a broader audience; and Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE. While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.
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