Learning at the nano-level: Accounting for complexity in the internalization of secondary STEM teacher professional development

Fore, Grant; Feldhaus, Charles; Sorge, Brandon; Agarwal, Mangilal; Varahramyan, Kody

doi:10.1016/j.tate.2015.06.008

Cited by 39 publications

(28 citation statements)

References 33 publications

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“…Due to limited preparation, teachers may not eagerly embrace the idea of teaching STEM content, and most of them are inclined to teach what they were taught (Deemer, 2004;Llinares & Krainer, 2006). To overcome the previous limitations, it is essential that future teachers engage in continuing education and professional development (Fore et al, 2015;Morrison, Raab, & Ingram, 2008;Nadelson et al, 2013;Tsai, 2006).…”

Section: Preparing Elementary School Teachers To Teach Stemmentioning

confidence: 99%

Pre-service Science Teachers Learn a Science, Technology, Engineering and Mathematics (STEM)-Oriented Program: The Case of Sound, Waves and Communication Systems

Awad

Barak

2018

EURASIA J MATH SCI T

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The current article about pre-service teachers (n=60) describes the implementation and evaluation of an innovative curriculum for teaching sound, waves and communication systems (SWCS). The study sought to investigate pre-service teachers' successes and difficulties in learning a science, technology, engineering and mathematics (STEM)-based program, to examine the program's influence on students' interest and selfefficacy beliefs about learning science and technology, and to explore the factors that affected their achievements and motivation. The participants were two groups of preservice teachers who learned the course within their studies towards a B.Ed. degree in science teaching. Quantitative and qualitative data were collected by a final exam, a retention exam, a Motivation Questionnaire, final projects, class observations and interviews with the students. The findings revealed that the pre-service teachers successfully learned the new subject and were motivated in learning the course. The integration of science and technology studies, engaging the students in hands-on lab work and the use of ICT tools played a crucial role in promoting meaningful learning. However, the PBL part of the course contributed relatively little because the learners encountered difficulties in learning new subjects independently.

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Section: Preparing Elementary School Teachers To Teach Stemmentioning

confidence: 99%

Pre-service Science Teachers Learn a Science, Technology, Engineering and Mathematics (STEM)-Oriented Program: The Case of Sound, Waves and Communication Systems

Awad

Barak

2018

EURASIA J MATH SCI T

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“…Providing teachers with continued support when they return to their classrooms can greatly impact their overall program success [7][4]. Additionally, understanding how and what teachers are implementing is vital in measuring and understanding the greater impact of the program.…”

Section: Discussionmentioning

confidence: 99%

“…Interviews, conversations, and observations were the primary methods utilized to collect these data. The interview protocols, located in Appendix A and C of Fore, Feldhaus, Sorge, Agarwal, and Varahramyan [7], were consistent with the protocols used in this study. These protocols focused on teacher experiences of the RETAIN program and teacher concerns over school level constraints (e.g.…”

Section: A Assessment Designmentioning

confidence: 96%

“…national and state standards, testing, school structures, political and economic interests, etc.) in order to plan the implementation of PD-derived content in their classrooms [7]. At times, constraints can be so overwhelming that the introduction of PD content takes on a tactical quality, as opposed to taking the form of a module or unit that is well-integrated into a teacher's broader curriculum map [7].…”

Section: Small Extent Not At Allmentioning

confidence: 99%

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Research models with dissemination activities for research experience for teachers (RET)

Agarwal

Sorge

Fore

et al. 2016

2016 IEEE Frontiers in Education Conference (FIE)

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Abstract-Faculty members and staff from the Schools of Engineering & Technology, Science, and Education at Indiana University-Purdue University Indianapolis (IUPUI), have developed a model to provide research experience for high school teachers. In this intensive 8 week program, teachers spend 6 weeks in the summer conducting research, and two weeks designing classroom modules based upon their research experience to implement during the academic year.

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“…However, planning for and carrying out TPD and allowing for its practical impact in the classroom can be challenging (See et al 2016;Tondeur et al 2016). For example, teachers' subjectivity largely influences the outcome of TPD (Fore et al 2015). Another example, using Håkansson Lindqvist's (2015b) arguments, is that time for and access to ICT-related TPD, combined with limited possibilities for teacher collaboration in schools to develop local digital teaching practices, are factors that influence how teachers use ICT for teaching and learning in upper secondary school.…”

Section: Reason 3: the Question Of Teachers' Professional Developmentmentioning

confidence: 99%

What do upper secondary school teachers want to know from research on the use of ICT and how does this inform a research design?

2017

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This study investigates what teachers taking part in a longitudinal research project on the use of ICT for teaching and learning in three upper secondary schools in Sweden want to learn more about. At the beginning of the project eighty-four teachers were invited to respond to a questionnaire relating to what teachers wanted to learn more about during their participation in a research project, both for themselves, their colleagues and their students. The questionnaire consisted of Likert-scale and openended questions. Sixty teachers responded, thereby yielding a response rate of 71%. In focus in this paper is a qualitative content analysis of the open-ended questions. The analysis revealed six desired areas of learning: (a) technological aspects, (b) how to use ICT for teaching and learning, (c) the Learning Management System (LMS), (d) safety and plagiarism, (e) best practice and (f) collaboration and professional development. The aspects of knowledge addressed in these themes were analysed and discussed in relation to the TPACK model. A conclusion that can be drawn from the analysis is that the teachers inquired different forms of knowledge and that interpretation of 'technological pedagogical content knowledge' only emerged in one of the themes. This study then informed the research design in multiple ways, the two most apparent being a survey of students acknowledging teachers' expressed research interests and the design and implementation of a formative intervention group interview.

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Learning at the nano-level: Accounting for complexity in the internalization of secondary STEM teacher professional development

Cited by 39 publications

References 33 publications

Pre-service Science Teachers Learn a Science, Technology, Engineering and Mathematics (STEM)-Oriented Program: The Case of Sound, Waves and Communication Systems

Pre-service Science Teachers Learn a Science, Technology, Engineering and Mathematics (STEM)-Oriented Program: The Case of Sound, Waves and Communication Systems

Research models with dissemination activities for research experience for teachers (RET)

What do upper secondary school teachers want to know from research on the use of ICT and how does this inform a research design?

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