Advocacy Interrupted: Exploring K-12 STEM Teacher Leaders' Conceptions of STEM Education Advocacy before and during COVID-19

Autor/inn/en	Velasco, Richard; Hite, Rebecca
Titel	Advocacy Interrupted: Exploring K-12 STEM Teacher Leaders' Conceptions of STEM Education Advocacy before and during COVID-19
Quelle	In: Electronic Journal for Research in Science & Mathematics Education, 26 (2022) 1, S.56-83 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Velasco, Richard) ORCID (Hite, Rebecca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Advocacy; Elementary Secondary Education; STEM Education; Teacher Leadership; Teacher Attitudes; COVID-19; Pandemics; Educational Change + Suchen Sie Ihr Suchwort? Sozialanwaltschaft; STEM; Lehrerfunktionsstelle; Lehrerverhalten; Bildungsreform
Abstract	This phenomenographical study examined 10 American science, technology, engineering, and mathematics (STEM) teacher leaders' (TL) conceptions of and activities in STEM education advocacy before and during the coronavirus disease 2019 (COVID-19) pandemic. Data collection consisted of semi-structured interviews conducted via online conferencing before the onset of the pandemic and responses to an online questionnaire completed during the pandemic. The outcome space emerging from the participants' conceptions of STEM education advocacy were: (1) identity, (2) communication, and (3) movement. Communication was a priority of advocacy activities before COVID-19 interruptions, whereas movement was thematically transformed due to participants' experiences (challenges and successes) in transferring their advocacy activities to online modalities. This study addresses gaps in STEM teacher and teacher advocacy literature by qualifying TLs' conceptions of and activities in education advocacy. (As Provided).
Anmerkungen	Southwestern University and Texas Christian University. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ICRSME.Consultation@gmail.com; Web site: http://ejrsme.icrsme.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01