Teachers' roles and identities in student-centered classrooms

Area of Science:

• STEM Education
• Pedagogy
• Teacher Professional Development

Background:

• Twenty-first century STEM classrooms present challenges for students and teachers.
• Student-centered instruction is advocated to address these challenges.
• Teacher support is crucial for transitioning to non-traditional teaching roles.

Purpose of the Study:

• Explore impacts on educators in student-centered, peer-mediated STEM classrooms.
• Investigate teacher preparation of student peer leaders.
• Examine teacher self-perception, role shifts, and growth during implementation.

Main Methods:

• Qualitative research conducted at two urban secondary schools.
• Documented diverse experiences of 13 STEM teachers.
• Focused on an innovative, student-centered STEM instructional program.

Main Results:

• Teachers reported benefits of student-centered classrooms compared to traditional ones.
• Teacher transitions varied: some embraced changes, others struggled, one resisted.
• Some teachers made dramatic identity shifts, facing learning curves while sharing responsibility with student leaders.

Conclusions:

• Radically changing learning environments impacts teacher identity and teaching approaches.
• Findings can inform teacher education and professional development for STEM teachers.
• Supporting teachers is vital for successful implementation of student-centered pedagogy.