Facilitator STEM Teacher Identity Development via Online Informal STEM Education during the (COVID)-19 Era

Autor/inn/en	Carroll, Turhan K.; Nutwell, Emily C.; Christy, Ann D.; Bennett, Michael B.; Finkelstein, Noah D.
Titel	Facilitator STEM Teacher Identity Development via Online Informal STEM Education during the (COVID)-19 Era
Quelle	In: Career and Technical Education Research, 48 (2023) 1, S.42-65 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-754X
Schlagwörter	STEM Education; Informal Education; COVID-19; Pandemics; Electronic Learning; Professional Identity; Facilitators (Individuals); Perspective Taking; Interpersonal Relationship; Learner Engagement + Suchen Sie Ihr Suchwort? STEM; Informelle Bildung; Nichtformale Bildung; Zukunftsperspektive; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
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. (As Provided).
Anmerkungen	Association for Career and Technical Education Research. Web site: https://www.acteronline.org/cter
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01