Supporting STEM Teachers to Inspire through Everyday Innovation

Autor/inn/en	Bienkowski, Marie; Shechtman, Nicole; Remold, Julie; Knudsen, Jennifer
Titel	Supporting STEM Teachers to Inspire through Everyday Innovation
Quelle	In: Teacher Education and Practice, 27 (2014) 2-3, S.356-375 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0890-6459
Schlagwörter	STEM Education; Teaching Methods; Educational Practices; Innovation; Secondary School Teachers; Science Teachers; Biology; Educational Objectives; Educational Benefits; Urban Schools; Case Studies; Barriers; Teacher Attitudes; Measures (Individuals); Structured Interviews + Suchen Sie Ihr Suchwort? STEM; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Biologie; Educational objective; Bildungsziel; Erziehungsziel; Bildungsertrag; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Case study; Fallstudie; Case Study; Lehrerverhalten; Messdaten
Abstract	Science teachers inspire in part by their constant adaptation to the learning needs of their students and to evolving content, curriculum, technology, and student populations. Innovation--bringing novel things to a situation to confer a benefit--is an integral part of teaching overall, and in especially inspired science teaching. While innovation and adaptation are recognized as critical to excellent science teaching, there has been little work unpacking innovation in depth and in the context of school reforms, teacher community, and teacher education. In this chapter, we examine the nature of everyday innovation in teaching high school biology. Through in-depth interviews and surveys with teachers from a range of schools, we investigated new things that teachers try, factors that drive innovation, benefits teachers anticipate, and aspects of school context that support or hinder innovation. We discuss implications for teacher educators, administrators, and policymakers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10