Tug-of-War: The Pull of Formal Institutional Practices and Structures and the Desire for Personal Change

Autor/inn/en	Simpson, Amber; Feyerabend, Michelle
Titel	Tug-of-War: The Pull of Formal Institutional Practices and Structures and the Desire for Personal Change
Quelle	In: International Journal of Science and Mathematics Education, 20 (2022) 1, S.149-168 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Simpson, Amber)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-020-10139-w
Schlagwörter	Institutional Characteristics; Educational Change; Nonformal Education; Elementary School Students; Teaching Methods; Undergraduate Students; Educational Practices + Suchen Sie Ihr Suchwort? Bildungsreform; Non-formal education; Non formal education; Nichtformale Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis
Abstract	This scholarship utilized self-study methodology to examine the first author's experience as a non-formal educator and non-formal teacher educator within the context of making and tinkering with elementary-aged students and university students. Through analysis of multiple forms of data, tensions arose and took shape through my interactions with both sets of students as we navigated and negotiated our roles and actions within two activity systems--a formal learning environment (i.e. university course) and a non-formal learning environment (i.e. the makerspace). These tensions included: (1) the framing and implementation of the making task; (2) my authority and power as the making "expert" and teacher educator; and (3) undergraduate students' lack of competence and knowledge in making and science, technology, engineering, and mathematics (STEM). The push and pull or tug-of-war of my personal existence within and between the 2 activity systems are highlighted within these tensions as my ways of being were bounded and constrained by formal schooling practices and structures. The tensions should challenge teacher educators to consider the role of non-formal educators in shaping how we work with students of all ages. This involves developing and maintaining shared practices, knowledges, and discourses (i.e. third space), and an understanding of how postmodern perspectives may uncover our notions of "education." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01