Journal of sTEm Teacher Education最新文献

Teachers’ Perceptions on Women in STEM: Breaking the Stereotypes 教师对STEM领域女性的看法:打破刻板印象

Journal of sTEm Teacher Education Pub Date : 2023-10-05 DOI: 10.61403/2158-6594.1492

Lili Zhou, Alankrita Chhikara, Stephanie Oudghiri, Araba A. Z. Osei-Tutu, Razak Kwame Dwomoh

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Investigating an Instructional Model for Integrated STEM in Teacher Education 综合STEM教师教育教学模式研究

Journal of sTEm Teacher Education Pub Date : 2023-10-05 DOI: 10.61403/2158-6594.1512

Laurie O Campbell, Nicole Damico

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Pre-service science teachers’ understanding of science and engineering practices, engineering design process, and scientific method 职前科学教师对科学与工程实践、工程设计过程和科学方法的理解

Journal of sTEm Teacher Education Pub Date : 2023-10-05 DOI: 10.61403/2158-6594.1500

Frackson Mumba, Alexis Rutt, Paul Asunda, Reid Bailey

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Designing a Program to Develop Computer Science Master Teachers for an Underserved Rural Area 设计一个为服务欠缺的农村地区培养计算机科学硕士教师的计划

Journal of sTEm Teacher Education Pub Date : 2023-10-05 DOI: 10.61403/2158-6594.1488

Susie Morrissey, Thomas Koballa, Robert Allen, Judy Godfrey, Michael Dias, Shawn Utley, DeAnnia Clements

{"title":"Designing a Program to Develop Computer Science Master Teachers for an Underserved Rural Area","authors":"Susie Morrissey, Thomas Koballa, Robert Allen, Judy Godfrey, Michael Dias, Shawn Utley, DeAnnia Clements","doi":"10.61403/2158-6594.1488","DOIUrl":"https://doi.org/10.61403/2158-6594.1488","url":null,"abstract":"Due to a shortage of rural computer science teachers, researchers used a three-phase method to design a computer science endorsement, which will be coupled with an instructional coaching endorsement within an Educational Specialist degree program. The team conducted interviews of teachers as well as school and district level administrators in rural areas to determine needs and resources available to develop computer science master teachers. Interviewers also investigated recruitment, preparation and support processes pertinent to the program. Findings included that, although infrastructure for wireless access is lacking, school and district administrators are very interested in supporting teachers to become computer science master teachers. STEM teachers are especially interested in computer science content related to their teaching field. Partners indicated an interest in developing teacher leaders, in order to encourage a sustainable computer science program in the school and district. Information gathered was used to design a program that intends to meet the needs of potential rural computer science master teachers.","PeriodicalId":498826,"journal":{"name":"Journal of sTEm Teacher Education","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135484131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Impact of Covid-19 Pandemic on Experienced Introductory STEM Instructors’ Teaching Practices Covid-19大流行对经验丰富的入门级STEM教师教学实践的影响

Journal of sTEm Teacher Education Pub Date : 2023-10-05 DOI: 10.61403/2158-6594.1511

Sarah Boesdorfer

{"title":"Impact of Covid-19 Pandemic on Experienced Introductory STEM Instructors’ Teaching Practices","authors":"Sarah Boesdorfer","doi":"10.61403/2158-6594.1511","DOIUrl":"https://doi.org/10.61403/2158-6594.1511","url":null,"abstract":"Professional development for STEM instructors and facilitating change in their instruction requires understanding current practices along with what motivates or causes them to change their teaching practice. Teaching during the Covid-19 pandemic caused a lot of change in how courses were delivered in-person or online, but it also provided opportunities for instructors to change the teaching method used in the courses, potentially shifting towards more student-centered practices. Some commonly cited barriers to faculty changes were removed or lowered during this time and instructors had to think about their teaching due to the nature of the pandemic. Opportunity for change was present which could provide lessons for professional development and STEM reform efforts. This article reports on the analysis of experienced introductory STEM instructors’ syllabi before, during, and after the full Covid-19 pandemic academic year 2020-21. Focus group interviews were also conducted to explore how teaching was impacted by the Covid-19 pandemic. Findings suggest that little changed in instructional strategies, and that the experience likely reinforced teaching practices from prior to Covid. There was no indication of intent to improve or change instruction in anyway. Take aways for professional development and teaching reform with experienced STEM faculty are discussed.","PeriodicalId":498826,"journal":{"name":"Journal of sTEm Teacher Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135483776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Volume 58-1 Intro 卷58-1简介

Journal of sTEm Teacher Education Pub Date : 2023-01-01 DOI: 10.61403/2158-6594.1519

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Volume 58-1 Complete Issue 卷58-1完整的问题

Journal of sTEm Teacher Education Pub Date : 2023-01-01 DOI: 10.61403/2158-6594.1520

{"title":"Volume 58-1 Complete Issue","authors":"","doi":"10.61403/2158-6594.1520","DOIUrl":"https://doi.org/10.61403/2158-6594.1520","url":null,"abstract":"Drawing on an online professional development modular course that addressed critical approaches to the issues of race, immigration, English Language Learners (ELLs)/Emerging Bilinguals (EBs), and gender and sexual orientation, this paper reports teachers’ perceptions on gender stereotypes in Science, Technology, Engineering, and Mathematics (STEM) education. In particular, building on the course readings, we discuss teachers’ emergent approaches to address gender stereotypes in teaching practice that improve girls' participation in STEM fields. Data is collected from a pre-course survey and teachers’ discussions during the course. Centering on the course readings from theoretical and empirical research that address gender issues, discussion prompts were used to elicit teachers’ insights on gender stereotypes in education. A thematic analysis method was then employed to discuss strategies for challenging gender stereotypes in teaching practice from teachers’ discussion posts. Teachers recognize that gender stereotypes have been embedded in the social norms that influence teachers’ practice in an underlying way. Three promising strategies are identified to address gender stereotypes in STEM education, including integrating role models into the curriculum, developing a growth mindset, and promoting justice classroom discourse. We also discussed ways to support teachers in addressing gender stereotypes in their practices.","PeriodicalId":498826,"journal":{"name":"Journal of sTEm Teacher Education","volume":"135 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136009001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0