Literaturnachweis - Detailanzeige
| Autor/inn/en | Kewalramani, Sarika; Adams, Megan; Cooper, Rebecca |
|---|---|
| Titel | STEM Professional Learning: Supports and Tensions with the Kingdom of Saudi Arabian Teachers' Immersion Experiences in Australian Schools |
| Quelle | In: Teachers and Teaching: Theory and Practice, 28 (2022) 4, S.398-419 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Kewalramani, Sarika) ORCID (Adams, Megan) ORCID (Cooper, Rebecca) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1354-0602 |
| DOI | 10.1080/13540602.2022.2062736 |
| Schlagwörter | Foreign Countries; STEM Education; Teachers; Professional Development; Immersion Programs; Study Abroad; English (Second Language); Second Language Learning; Barriers; Affordances; Teacher Education; Integrated Curriculum; Stress Variables; Saudi Arabia; Australia |
| Abstract | A novel way to support change and development in a country's education system is to send teachers abroad on a professional learning program, so that they become immersed in a different culture, language and education system. The focus of this study was to investigate the supports and tensions created during a professional learning and leadership development program, in which teachers from the Kingdom of Saudi Arabia (KSA) (n = 45) lived in Australia for one year. A multiple case study approach was used to report on the analysis of individual interviews with the KSA teachers (n = 5) and their capstone projects. Drawing on the 2019 study of McChesney and Aldridge,, we report on findings related to the teachers' evolving Science, Technology, Engineering and Mathematics (STEM) integration and leadership skills. Findings indicated that there were both tensions and supports for the KSA teachers. Tensions existed as the teachers were developing their English language proficiency and learned more pedagogical ideas about the integration of STEM into the curriculum. Furthermore, the KSA teachers benefitted from mentor teachers' support in schools and modelling of leadership practices with respect to planning and through completion of a capstone project. Implications concerning an international immersion program are discussed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
