Facilitator STEM Teacher Identity Development via Online Informal STEM Education during the (COVID)-19 Era
Saved in:
| Title: | Facilitator STEM Teacher Identity Development via Online Informal STEM Education during the (COVID)-19 Era |
|---|---|
| Language: | English |
| Authors: | Carroll, Turhan K., Nutwell, Emily C., Christy, Ann D., Bennett, Michael B., Finkelstein, Noah D. |
| Source: | Career and Technical Education Research. 2023 48(1):42-65. |
| Availability: | Association for Career and Technical Education Research. Web site: https://www.acteronline.org/cter |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | STEM Education, Informal Education, COVID-19, Pandemics, Electronic Learning, Professional Identity, Facilitators (Individuals), Perspective Taking, Interpersonal Relationship, Learner Engagement |
| ISSN: | 1554-754X 1554-7558 |
| Abstract: | Informal STEM education (ISE) programs are known to foster heightened student engagement due to leveling the student-teacher hierarchy, free choice, self-directed learning experiences, and hands-on pedagogies. ISE has also been shown to be effective in helping to prepare the K-12 STEM teacher workforce by fostering STEM teacher identity. The COVID-19 pandemic forced most ISE programs to move their activities to virtual formats which changed the ways facilitators provide meaningful informal STEM learning for students, and as such, moving online had implications for how their STEM teacher identity developed. The objective of this study is to examine the role that COVID-19 mandated virtual learning played in the STEM teacher identity development of facilitators in an ISE program which had historically been offered in-person. Using a naturalistic inquiry design, we identified three themes that contextualize the STEM teacher identity development for 5 facilitators participating in online ISE: (1) Navigating Difficulties Engaging Students; (2) Building Bonds; and (3) Perspective Taking. This paper concludes by discussing implications these themes have for informal STEM programs, online ISE educators, and the environments supporting ISE educators going forward in supporting CTE teachers' STEM teacher identity. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Access URL: | https://www.ingentaconnect.com/contentone/acter/cter/2023/00000048/00000001/art00005 |
| Accession Number: | EJ1402460 |
| Database: | ERIC |
| Abstract: | Informal STEM education (ISE) programs are known to foster heightened student engagement due to leveling the student-teacher hierarchy, free choice, self-directed learning experiences, and hands-on pedagogies. ISE has also been shown to be effective in helping to prepare the K-12 STEM teacher workforce by fostering STEM teacher identity. The COVID-19 pandemic forced most ISE programs to move their activities to virtual formats which changed the ways facilitators provide meaningful informal STEM learning for students, and as such, moving online had implications for how their STEM teacher identity developed. The objective of this study is to examine the role that COVID-19 mandated virtual learning played in the STEM teacher identity development of facilitators in an ISE program which had historically been offered in-person. Using a naturalistic inquiry design, we identified three themes that contextualize the STEM teacher identity development for 5 facilitators participating in online ISE: (1) Navigating Difficulties Engaging Students; (2) Building Bonds; and (3) Perspective Taking. This paper concludes by discussing implications these themes have for informal STEM programs, online ISE educators, and the environments supporting ISE educators going forward in supporting CTE teachers' STEM teacher identity. |
|---|---|
| ISSN: | 1554-754X 1554-7558 |
