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Developing identities of STEM teachers at emerging STEM schools.
Mohamed El Nagdi1, Felicia Leammukda1, Gillian Roehrig1
1University of Minnesota, 320 Learning and Environmental Sciences, 1954 Buford Ave., St. Paul, MN 55108 USA.
International Journal of STEM Education
|January 12, 2019
Summary
STEM teacher identity is a dynamic process shaped by personal and professional traits in new educational settings. Key characteristics include collaboration, flexibility, and advocating for equity and inclusion in science, technology, engineering, and mathematics (STEM) education.
Area of Science:
- Educational research focusing on STEM (Science, Technology, Engineering, and Mathematics) education.
- Teacher professional development and identity formation.
Background:
- The expansion of STEM schools has led to evolving teacher roles and identities.
- These new roles and identities within STEM education are currently ill-defined.
- Emerging STEM schools present unique contexts for teacher development.
Purpose of the Study:
- To explore the developing identities of teachers in emerging STEM schools.
- To understand how teachers define their roles within a STEM school setting.
- To identify the characteristics teachers consider important for STEM educators.
Main Methods:
- A multiple case study design was employed.
- Data were collected through semi-structured interviews with eight teachers.
- The study was conducted in two emerging STEM schools in the Midwestern United States.
Main Results:
- Three major themes emerged regarding STEM teacher identity: its unique nature, professional characteristics, and personal characteristics.
- Collaboration, flexibility, and awareness of student needs are pivotal.
- STEM teachers act as advocates for equity and inclusion.
Conclusions:
- STEM teacher identity is a dynamic, evolving process.
- It results from the interplay of personal and professional traits within new educational experiences.
- Alignment between personal philosophy and STEM understanding is crucial for success.
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