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STEM Touchstones for Teacher Professional Learning: An Analysis of Teacher Content and Pedagogical Content Knowledge in a Place-Based Professional Development Program

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Title: STEM Touchstones for Teacher Professional Learning: An Analysis of Teacher Content and Pedagogical Content Knowledge in a Place-Based Professional Development Program
Language: English
Authors: Toolin, Regina E. (ORCID 0000-0003-1799-5844), Jorgenson, Simon (ORCID 0000-0003-0848-0785), Ratmeyer, Stephanie (ORCID 0000-0003-2341-8250)
Source: Electronic Journal for Research in Science & Mathematics Education. Sum 2022 26(2):32-55.
Availability: Southwestern University and Texas Christian University. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ICRSME.Consultation@gmail.com; Web site: http://ejrsme.icrsme.com
Peer Reviewed: Y
Page Count: 24
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Elementary Secondary Education
Descriptors: Elementary Secondary Education, Teachers, STEM Education, Faculty Development, Teacher Leadership, Pedagogical Content Knowledge, Knowledge Level, Program Evaluation
Geographic Terms: Vermont
ISSN: 2692-241X
Abstract: The Vermont STEM Leadership Institute (VSTEM) was designed to provide professional learning and leadership opportunities for K-12 educators teaching primarily in high-need schools. The fundamental premise of the program was to actively engage teachers in constructivist curriculum and pedagogy coupled with authentic scientific research experiences within the context of local environments or "places." This study investigated changes in content and pedagogical content knowledge that teachers exhibited in their science teaching practice over the course of their program participation. Data analysis revealed that teachers' science content knowledge and pedagogical content knowledge were enhanced by VSTEM program participation with moderate to strong indications about place-based education, project-based learning, and the importance of engaging students in authentic scientific research. The study found that participants learned new content-specific teaching strategies and implemented standards-based units and lessons that aligned with constructivist theories of teaching and learning.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1345584
Database: ERIC
FullText Text:
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  Data: STEM Touchstones for Teacher Professional Learning: An Analysis of Teacher Content and Pedagogical Content Knowledge in a Place-Based Professional Development Program
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  Data: <searchLink fieldCode="AR" term="%22Toolin%2C+Regina+E%2E%22">Toolin, Regina E.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1799-5844">0000-0003-1799-5844</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jorgenson%2C+Simon%22">Jorgenson, Simon</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0848-0785">0000-0003-0848-0785</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ratmeyer%2C+Stephanie%22">Ratmeyer, Stephanie</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2341-8250">0000-0003-2341-8250</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Electronic+Journal+for+Research+in+Science+%26+Mathematics+Education%22"><i>Electronic Journal for Research in Science & Mathematics Education</i></searchLink>. Sum 2022 26(2):32-55.
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  Data: Southwestern University and Texas Christian University. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ICRSME.Consultation@gmail.com; Web site: http://ejrsme.icrsme.com
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  Data: Y
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  Data: 24
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Leadership%22">Teacher Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Vermont%22">Vermont</searchLink>
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  Data: 2692-241X
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  Label: Abstract
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  Data: The Vermont STEM Leadership Institute (VSTEM) was designed to provide professional learning and leadership opportunities for K-12 educators teaching primarily in high-need schools. The fundamental premise of the program was to actively engage teachers in constructivist curriculum and pedagogy coupled with authentic scientific research experiences within the context of local environments or "places." This study investigated changes in content and pedagogical content knowledge that teachers exhibited in their science teaching practice over the course of their program participation. Data analysis revealed that teachers' science content knowledge and pedagogical content knowledge were enhanced by VSTEM program participation with moderate to strong indications about place-based education, project-based learning, and the importance of engaging students in authentic scientific research. The study found that participants learned new content-specific teaching strategies and implemented standards-based units and lessons that aligned with constructivist theories of teaching and learning.
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      – Text: English
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        PageCount: 24
        StartPage: 32
    Subjects:
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Teachers
        Type: general
      – SubjectFull: STEM Education
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      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Teacher Leadership
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
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      – SubjectFull: Knowledge Level
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      – SubjectFull: Program Evaluation
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      – SubjectFull: Vermont
        Type: general
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      – TitleFull: STEM Touchstones for Teacher Professional Learning: An Analysis of Teacher Content and Pedagogical Content Knowledge in a Place-Based Professional Development Program
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