Impacting elementary STEM teacher leadership identities

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH School Science and Mathematics Pub Date : 2024-09-18 DOI:10.1111/ssm.18313
Kelsey Quaisley, Rachel Funk, Leilani Pai, Sally Ahrens, Wendy M. Smith, Amanda Thomas
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Abstract

Learning science, technology, engineering, and mathematics (STEM) subjects starting at a young age helps prepare students for a variety of careers both inside and outside of the sciences. Yet, addressing integrated STEM in an elementary school setting can be challenging. Teacher leadership is one way to address this challenge. The purpose of this qualitative, descriptive case study is to understand how participation in the NebraskaSTEM Noyce Master Teaching Fellowship project impacted elementary STEM teacher leadership identities. Our findings suggest participation in the project contributed to different layers of teacher leadership identity (as a STEM learner, as a STEM teacher, and as a STEM teacher leader). These findings suggest professional development should be tailored to address empowering specific layers of STEM teacher leaders' professional identity. Other teacher leadership development projects may want to consider how to structure their projects to empower teachers based on the identities and experiences of those teachers.
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影响小学 STEM 教师的领导身份
从小学习科学、技术、工程和数学(STEM)科目有助于学生为从事科学领域内外的各种职业做好准备。然而,在小学环境中开展综合 STEM 课程可能具有挑战性。教师领导力是应对这一挑战的方法之一。本定性描述性案例研究的目的是了解参与内布拉斯加州科学、技术和工程学院(NebraskaSTEM)诺伊斯教学大师奖学金项目对小学 STEM 教师领导身份的影响。我们的研究结果表明,参与该项目有助于形成不同层次的教师领导身份(作为 STEM 学习者、STEM 教师和 STEM 教师领导者)。这些研究结果表明,专业发展应量身定制,以解决赋予 STEM 教师领导者专业身份的特定层次的问题。其他教师领导力发展项目可能需要考虑如何根据教师的身份和经验来组织他们的项目,以增强教师的能力。
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来源期刊
School Science and Mathematics
School Science and Mathematics EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
自引率
9.10%
发文量
47
期刊最新文献
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