A Narrative Analysis of Women STEM Professionals' Transitions to Project-Based Teaching

Autor/in	Stoddard, Ellen Whitman
Titel	A Narrative Analysis of Women STEM Professionals' Transitions to Project-Based Teaching
Quelle	(2022), (158 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-3002-8
Schlagwörter	Hochschulschrift; Dissertation; Females; STEM Education; High School Teachers; Active Learning; Student Projects; Transfer of Training; Interpersonal Relationship; Teacher Attitudes; Psychological Patterns; Integrated Activities + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Weibliches Geschlecht; STEM; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Aktives Lernen; Schulprojekt; Training; Transfer; Ausbildung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehrerverhalten; Integrierender Unterricht
Abstract	This study examined how women second career teachers (SCTs) described the ways that previous work experience in science, technology, engineering, and math (STEM) related fields influenced their teaching at a project-based learning high school program. Semi-structured interviews were conducted with five female teachers from different sites of a project based learning program in the mid-western United States. Participants had an average of 12 years of experience working in STEM industries and an average of 4 years of experience teaching. Transcripts were analyzed using narrative analysis to identify themes. Three major themes emerged: the role of relationships, perspectives on education, and personal and professional influences. Key findings on how STEM careers influenced teaching practice include, (a) teachers maintained industry connections that provided hands on opportunities for students and enhanced their curriculum, (b) teachers leveraged mindsets related to risk-taking, self-direction, adaptability, tolerating ambiguity, and STEM self-efficacy, (c) teachers developed perspectives on education that challenged established norms of teacher identity and practice and (d) teachers modeled STEM integration. These findings were considered along with existing literature, and Mezirow's transformative learning theory to suggest that SCTs can shepherd dynamic school-industry collaborations to improve pathways for girls, raise up the use of nontraditional teaching strategies to integrate STEM domains, and model persistence mindsets. Opportunities exist for project-based learning practitioners, STEM professional development providers, and other educational leaders to identify, mobilize, and support women SCTs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01