اشترك بالحزمة الذهبية واحصل على وصول غير محدود شمرا أكاديميا
تسجيل مستخدم جديدChanging Identities and Evolving Conceptions of Inquiry through Teacher-Driven Professional Development
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This STEM education study investigates the Streamline to Mastery professional development program, in which teachers work in partnership with university researchers to design professional development opportunities for themselves and for fellow teachers. Our research describes the process of teacher professional growth both through changes in agency and through a shared pursuit of an improved understanding of classroom scientific inquiry. Videos, emails, lesson reflections, survey responses, and interviews were analyzed to glean insight into changes in teacher discourse around inquiry and into their shifts in participation within the professional community they established. Implications for professional development in STEM education are discussed.
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In a climate where teachers feel deprofessionalized at the hands of regulations, testing, and politics, it is vital that teachers become empowered both in their own teaching and as agents of change. This physics education research study investigates
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Secondary school teachers often lack the necessary content background in astronomy to teach such a course confidently. Our theory of change postits that an increased confidence level will increase student retention in astronomy and related STEM field
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