Professional Growth of STEM Teachers: Viewing from Entrepreneurial Frame

This paper examines professional growth of a STEM teacher from the entrepreneurial frame. Using a personal narrative together with a STEM/science lesson package developed by the participant teacher, we unpack a teacher’s professional growth by interpreting her beliefs and actions using characteristics of entrepreneurial thinking. Our analysis and interpretations revealed that risk-taking forms of behaviour manifest as willingness to take calculated risks to make ‘cold’ calls to different organisations to request sharing or learning opportunities. The motivation to succeed stems from a belief that STEM education can improve the lives of students and that all students can learn. Passion for the discipline of STEM and personal beliefs to uplift students propel the teacher to persevere in her professional development despite busy schedules and conflicting demands of school and home. This study and its findings bring a fresh perspective to the idea of teacher agency from an entrepreneurial lens positioning teachers as self-empowered as compared to individuals who depended on the system to provide enablers for professional growth in the teaching profession. While self-empowerment to enact a curriculum is catalytic, teachers’ capacity for change is circumscribed by teachers’ capacity to act and accumulate practical knowledge. These entrepreneurial actions of successful STEM teachers could be used to facilitate teacher reflection on their professional journey. As the narrative approach sought to present an in-depth examination of the relationship between entrepreneurial thinking and teacher professional growth, the generalisability power of the assertions made is limited. The entrepreneurial thinking framework together with narratives from successful teachers enable teachers to locate where they are in their personal professional development and where they can aspire to move towards in their personal goal settings. Future research can examine teachers’ levels of entrepreneurial thinking and compare them against narratives of their professional growth to distil the behaviours that could lead to growth of entrepreneurial thinking. Curriculum leaders can also use the ideas of entrepreneurial thinking for professional growth to counsel and coach their team.