Investigating STEM teachers’ personal and sociocultural particularities in the Ghanaian context

IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Anthony Sylvester Anning
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引用次数: 0

Abstract

This paper argues that while the Ghanaian government has made significant investments in specialized STEM schools, there has been insufficient focus on the professional learning of STEM teachers, which includes aspects of identity and decision-making. By understanding the intricate connection between teachers' characteristics and their learning processes, effective initiatives can be designed to support STEM teachers in the country and even beyond. Through multiple case studies, this research explores how STEM teachers' personal and socio-cultural particularities interact with their learning experiences and effectiveness in Ghana. The findings underscore the interconnected nature of STEM teachers' characteristics, their learning experiences, and their effectiveness within the Ghanaian educational landscape in the Ghanaian context. This symbiotic relationship suggests that the personal and socio-cultural factors that shape STEM teachers' learning significantly impact their professional growth and effectiveness in the classroom. This study provides insights into teaching practices, enabling the development of inclusive, context-appropriate pedagogical approaches that engage students and boost their interest and success in STEM subjects.

调查加纳 STEM 教师的个人和社会文化特点
本文认为,虽然加纳政府对 STEM 专业学校进行了大量投资,但对 STEM 教师的专业学习(包括身份和决策等方面)关注不够。通过了解教师的特点与他们的学习过程之间错综复杂的联系,可以设计出有效的措施来支持本国甚至其他国家的 STEM 教师。通过多个案例研究,本研究探讨了加纳 STEM 教师的个人和社会文化特点如何与其学习经历和学习效果相互作用。研究结果强调了 STEM 教师的特点、他们的学习经历以及他们在加纳教育环境下的教学效果之间的相互联系。这种共生关系表明,影响 STEM 教师学习的个人和社会文化因素极大地影响了他们的专业成长和课堂效率。本研究为教学实践提供了深入的见解,有助于开发具有包容性的、适合具体情况的教学方法,吸引学生参与其中,提高他们对 STEM 学科的兴趣,帮助他们取得成功。
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来源期刊
International Journal of Educational Research
International Journal of Educational Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.20
自引率
3.10%
发文量
141
审稿时长
21 days
期刊介绍: The International Journal of Educational Research publishes regular papers and special issues on specific topics of interest to international audiences of educational researchers. Examples of recent Special Issues published in the journal illustrate the breadth of topics that have be included in the journal: Students Perspectives on Learning Environments, Social, Motivational and Emotional Aspects of Learning Disabilities, Epistemological Beliefs and Domain, Analyzing Mathematics Classroom Cultures and Practices, and Music Education: A site for collaborative creativity.
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