Applying a Model of Integrated Stem Teacher Identity to Understand Change in Elementary Teachers' STEM Self-Efficacy and Career Awareness

Autor/inn/en	Holincheck, Nancy M.; Galanti, Terrie M.
Titel	Applying a Model of Integrated Stem Teacher Identity to Understand Change in Elementary Teachers' STEM Self-Efficacy and Career Awareness
Quelle	In: School Science and Mathematics, 123 (2023) 6, S.234-248 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holincheck, Nancy M.) ORCID (Galanti, Terrie M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12610
Schlagwörter	STEM Education; Professional Identity; Graduate Study; Inservice Teacher Education; Elementary School Teachers; Elementary Education; Self Efficacy; Interests; Motivation; Self Concept; Teacher Attitudes; Competence; Performance; Career Awareness; STEM Careers + Suchen Sie Ihr Suchwort? STEM; Aufbaustudium; Graduiertenstudium; Hauptstudium; Lehrerfortbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elementarunterricht; Self-efficacy; Selbstwirksamkeit; Bildungsinteresse; psychologische; Motivation (psychologisch); Selbstkonzept; Lehrerverhalten; Kompetenz; Achievement; Leistung; Karrierebewusstsein
Abstract	This sequential mixed methods study applies a recently published model of integrated science, technology, engineering, and mathematics (STEM) teacher identity to analyze teacher artifacts from a graduate STEM education course for in-service teachers (n = 23). This model captures the complexity of integrating STEM in elementary classrooms as an intertwining of professional teacher identity and STEM learning identity. Increases in participating teachers' self-efficacy and STEM career awareness motivated the research team to look for explanatory qualitative evidence in teacher reflections. Analysis using the nine dimensions of the model elicited robust evidence of professional teacher identity (teaching interest, self-efficacy, motivation, self-image, and task perception) and limited evidence of STEM learner identity (competence, performance, recognition, and content interest) in teachers' identity statements. Changes in self-efficacy and STEM career awareness were associated with only three of nine identity dimensions. Application of this model of integrated STEM teacher identity can provide a deeper understanding of teacher readiness to engage elementary students in authentic problem solving. Findings indicate that purposeful prompting of reflection in STEM teacher education informed by the model may support the cultivation of integrated STEM teacher identities. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01