Supporting STEM Teachers to Inspire through Everyday Innovation
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| Title: | Supporting STEM Teachers to Inspire through Everyday Innovation |
|---|---|
| Language: | English |
| Authors: | Bienkowski, Marie, Shechtman, Nicole, Remold, Julie |
| Source: | Teacher Education and Practice. Spr-Sum 2014 27(2-3):356-375. |
| Availability: | Rowman & Littlefield. 4501 Forbes Boulevard Suite 200, Lanham, MD 20706. Tel: 800-462-6420; Tel: 717-794-3800; Fax: 800-338-4550; Fax: 717-794-3803; e-mail: custserv@rowman.com; Web site: http://rowman.com/Page/Journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | STEM Education, Teaching Methods, Educational Practices, Innovation, Secondary School Teachers, Science Teachers, Biology, Educational Objectives, Educational Benefits, Urban Schools, Case Studies, Barriers, Teacher Attitudes, Measures (Individuals), Structured Interviews |
| ISSN: | 0890-6459 |
| Abstract: | Science teachers inspire in part by their constant adaptation to the learning needs of their students and to evolving content, curriculum, technology, and student populations. Innovation--bringing novel things to a situation to confer a benefit--is an integral part of teaching overall, and in especially inspired science teaching. While innovation and adaptation are recognized as critical to excellent science teaching, there has been little work unpacking innovation in depth and in the context of school reforms, teacher community, and teacher education. In this chapter, we examine the nature of everyday innovation in teaching high school biology. Through in-depth interviews and surveys with teachers from a range of schools, we investigated new things that teachers try, factors that drive innovation, benefits teachers anticipate, and aspects of school context that support or hinder innovation. We discuss implications for teacher educators, administrators, and policymakers. |
| Abstractor: | As Provided |
| Number of References: | 14 |
| Entry Date: | 2014 |
| Access URL: | https://rowman.com/page/TEP |
| Accession Number: | EJ1044972 |
| Database: | ERIC |
| Abstract: | Science teachers inspire in part by their constant adaptation to the learning needs of their students and to evolving content, curriculum, technology, and student populations. Innovation--bringing novel things to a situation to confer a benefit--is an integral part of teaching overall, and in especially inspired science teaching. While innovation and adaptation are recognized as critical to excellent science teaching, there has been little work unpacking innovation in depth and in the context of school reforms, teacher community, and teacher education. In this chapter, we examine the nature of everyday innovation in teaching high school biology. Through in-depth interviews and surveys with teachers from a range of schools, we investigated new things that teachers try, factors that drive innovation, benefits teachers anticipate, and aspects of school context that support or hinder innovation. We discuss implications for teacher educators, administrators, and policymakers. |
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| ISSN: | 0890-6459 |
