Leveraging Communities of Practice as Professional Learning Communities in Science, Technology, Engineering, Math (STEM) Education

Autor/in	Glaze-Crampes, Amanda L.
Titel	Leveraging Communities of Practice as Professional Learning Communities in Science, Technology, Engineering, Math (STEM) Education
Quelle	In: Education Sciences, 10 (2020), Artikel 190 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Glaze-Crampes, Amanda L.)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Communities of Practice; Professional Development; STEM Education; Higher Education; Expertise; College Students; Student Experience; Expectation; School Holding Power; Educational Change + Suchen Sie Ihr Suchwort? Community; STEM; Hochschulbildung; Hochschulsystem; Hochschulwesen; Expert appraisal; Collegestudent; Studienerfahrung; Expectancy; Erwartung; Bildungsreform
Abstract	In the modern educational era, there is an increasing focus on Science, Technology, Engineering and Math (STEM) education. Innovation and workforce preparation play a large role in the push to increase scientific literacy, thinking skills and high-skilled personnel. However, there are ongoing issues with reforming education to meet these goals as well as the recruitment and retention of students in these fields. STEM and the various other iterations in which it is found, represents a challenge in education, as there are often many intersecting cultures, epistemologies, practices and expectations that are unique to each of the represented fields. As a result, educators often struggle with creating STEM experiences and programs that truly integrate each of the disciplines in a meaningful way. This discussion explores the potential role of leveraging existing communities of practice into Professional Learning Communities in order to shift the attention toward student experiences while more clearly defining the goals, roles and expectations in STEM. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01