Developing as a teacher in the fields of science and technology

Abstract

Based on a narrative analysis utilizing dimensions of transformative learning, the results highlight the influence of the working environment and experiences, and imply that teacher development process in the fields of science and technology can be better understood in terms of becoming a teacher, rather than as a continual, conscious development process. The resulting teacherresearcher identity provides a basis for pedagogical development.

Early-career Engineers at the Workplace: Meaningful Highs, Lows, and Innovative Work Efforts

“…Although the majority of research on transformative learning has focused on formal learning settings such as courses or workshops [21], Clavert and colleagues [22] used the fivedimension framework for making sense of engineering educators' experiences in developing as teachers. We extend this line of research in a workplace context by examining newly graduated engineers' experiences of meaningful work.…”

Thresholds and Liminal Spaces

“…For some, this extended to perceptions that educational scholarship activities did not contribute to career progression (Korhonen & Torma, 2016), giving a landscape of personal and professional tensions and uncertainties relating to studying and/or researching learning and teaching (Flavell et al, 2019). The literature also highlighted affective or emotional experiences, adding to the liminality that teachers felt (Ruiz & Machado-Casas, 2013), including feelings of being unable to assimilate pedagogical concepts (Clavert et al, 2014). For some liminality was manifested by expressions of being an imposter and lacking confidence (Johnson et al, 2014;Murray & Male, 2005;Ruiz & Machado-Casas, 2013;Stewart, 2019;Weller, 2011).…”