Re‐imagining professional learning communities in education: Placing teacher leadership in STEM context

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH School Science and Mathematics Pub Date : 2024-09-13 DOI:10.1111/ssm.18315
Dragana Martinovic, Marina Milner‐Bolotin
{"title":"Re‐imagining professional learning communities in education: Placing teacher leadership in STEM context","authors":"Dragana Martinovic, Marina Milner‐Bolotin","doi":"10.1111/ssm.18315","DOIUrl":null,"url":null,"abstract":"This conceptual analysis paper discusses the characteristics of teacher leadership (TL) in Science, Technology, Engineering, and Mathematics (STEM) education, presenting benefits for its development within the professional learning communities (PLCs). We describe our STEM education approach and argue that TL in STEM is different and more complex than leadership in any particular discipline. We compare two pathways for STEM learning and professional development (PD): engineering design approach and modeling approach. Then, we answer two research questions pertaining to the characteristics of STEM teacher leaders' (TLRs) knowledge, dispositions, and skill set; the support TLRs need to empower STEM educators; and consequently, we discuss how PLCs can become vehicles for growing STEM TLRs and empowering teachers. When promoting integrated STEM, educators likely find themselves in an out‐of‐field teaching situation, where communication with their PLC's leaders and peers is crucial in developing epistemological multiliteracy and confidence. We elaborate on the four main characteristics of STEM PLCs: (1) collaborative nature; (2) focus on boosting teachers' pedagogical content knowledge and confidence; (3) evidence‐based decision making; and (4) advocacy for high‐quality STEM education, teacher education, and PD. Each feature serves different but complementary goals, suitable for developing and utilizing the seven dimensions of TL discussed in the literature.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"3 1","pages":""},"PeriodicalIF":0.8000,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"School Science and Mathematics","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1111/ssm.18315","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

This conceptual analysis paper discusses the characteristics of teacher leadership (TL) in Science, Technology, Engineering, and Mathematics (STEM) education, presenting benefits for its development within the professional learning communities (PLCs). We describe our STEM education approach and argue that TL in STEM is different and more complex than leadership in any particular discipline. We compare two pathways for STEM learning and professional development (PD): engineering design approach and modeling approach. Then, we answer two research questions pertaining to the characteristics of STEM teacher leaders' (TLRs) knowledge, dispositions, and skill set; the support TLRs need to empower STEM educators; and consequently, we discuss how PLCs can become vehicles for growing STEM TLRs and empowering teachers. When promoting integrated STEM, educators likely find themselves in an out‐of‐field teaching situation, where communication with their PLC's leaders and peers is crucial in developing epistemological multiliteracy and confidence. We elaborate on the four main characteristics of STEM PLCs: (1) collaborative nature; (2) focus on boosting teachers' pedagogical content knowledge and confidence; (3) evidence‐based decision making; and (4) advocacy for high‐quality STEM education, teacher education, and PD. Each feature serves different but complementary goals, suitable for developing and utilizing the seven dimensions of TL discussed in the literature.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
重新认识教育领域的专业学习社区:将教师领导力置于 STEM 环境中
这篇概念分析论文讨论了科学、技术、工程和数学(STEM)教育中教师领导力(TL)的特点,提出了在专业学习社区(PLC)中发展教师领导力的益处。我们介绍了我们的 STEM 教育方法,并认为 STEM 中的教师领导力不同于任何特定学科的领导力,而且更加复杂。我们比较了 STEM 学习和专业发展(PD)的两种途径:工程设计方法和建模方法。然后,我们回答了两个研究问题:STEM 教师领导(TLR)的知识、态度和技能特点;STEM 教师领导在增强 STEM 教育者能力方面所需的支持;最后,我们讨论了 PLC 如何成为培养 STEM 教师领导和增强教师能力的工具。在推广综合 STEM 时,教育工作者很可能会发现自己处于非现场教学情境中,在这种情境中,与 PLC 领导和同行的交流对于培养认识论上的多文化性和自信心至关重要。我们阐述了 STEM PLC 的四个主要特点:(1)协作性;(2)注重提高教师的教学内容知识和信心;(3)基于证据的决策;(4)倡导高质量的 STEM 教育、教师教育和教师发展。每个特征都有不同但互补的目标,适合开发和利用文献中讨论的教学方法的七个维度。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
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
Impacting elementary STEM teacher leadership identities Fostering students' inquiry aptitudes and collaborative reasoning in higher education science courses with social annotation tools and collaborative platforms Re‐imagining professional learning communities in education: Placing teacher leadership in STEM context Support for collective argumentation in integrated STEM: A study of elementary teachers' practice What does a scientist look like? Children's perceptions of scientist gender and skin tone
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1