A Tribute to 'Unsung Teachers': Teachers' Influences on Students Enrolling in STEM Programs with the Intent of Entering STEM Careers

Autor/inn/en	Craig, Cheryl J.; Evans, Paige; Verma, Rakesh; Stokes, Donna; Li, Jing
Titel	A Tribute to 'Unsung Teachers': Teachers' Influences on Students Enrolling in STEM Programs with the Intent of Entering STEM Careers
Quelle	In: European Journal of Teacher Education, 42 (2019) 3, S.335-358 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Craig, Cheryl J.) ORCID (Evans, Paige)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2018.1523390
Schlagwörter	Teacher Influence; STEM Education; Intention; Student Attitudes; Graduate Students; Undergraduate Students; Majors (Students); Scholarships; Career Choice; Personal Narratives; Elementary School Teachers; Secondary School Teachers; Teacher Student Relationship; Student Experience; Teacher Education; Information Technology; At Risk Students; Teacher Role; Texas (Houston) + Suchen Sie Ihr Suchwort? STEM; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Scholarship; Stipendium; Erlebniserzählung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Studienerfahrung; Lehrerausbildung; Lehrerbildung; Informationstechnologie; Lehrerrolle
Abstract	This narrative inquiry examines teachers' influences on undergraduate and graduate students who enrolled in STEM programs and intended to enter STEM careers. Three National Science Foundation (NSF) scholarship grants sat in the backdrop. Narrative exemplars were crafted using the interpretative tools of broadening, burrowing, storying and restorying, fictionalisation and serial interpretation. Three diverse students' narratives constituted the science education cases: one from teacher education, another arising from cyber technology and a third involving cyber security. The influence of the university students' former teachers cohered around five themes: 1) same program-different narratives, 2) in loco parentis, 3) counter stories, 4) learning in small moments, and 5) the importance of the liberal arts in STEM education. The students' narratives form instructive models for their siblings and other students pursuing STEM degrees and careers. Most importantly, the multiperspectival stories of experiences capture the far-reaching impact of 'unsung teachers' whose long-term influence is greatly underestimated by the public. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01