Investigating how subject teachers transition to integrated STEM education: A hybrid qualitative study on primary and middle school teachers.
Encouraging subject teachers to transition to integrated STEM education is an important measure to address the shortage of STEM teachers. However, there is limited research available on the process and characteristics of STEM teacher identity transformation. The study used a hybrid method of Grounde...
| Publicado en: | Humanities & Social Sciences Communications Vol. 11; no. 1; pp. 1 - 12 |
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| Autores principales: | , , , , |
| Formato: | Artículo |
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Springer Nature
8/20/2024
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=179144734&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 179144734 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: MVR0 jtl: Humanities & Social Sciences Communications maglogo: N pubinfo: dt: 8/20/2024 vid: 11 iid: 1 pid: 237 pub: Springer Nature artinfo: ui: 179144734 10.1057/s41599-024-03565-6 ppf: 1 ppct: 11 formats: tig: atl: Investigating how subject teachers transition to integrated STEM education: A hybrid qualitative study on primary and middle school teachers. aug: au: Mao, Gang Zhang, Qianying Ma, Tingyan Li, Feiming Lan, Min affil: https://ror.org/01vevwk45 College of Education, Zhejiang Normal University, Jinhua, Zhejiang, China https://ror.org/01vevwk45 Zhejiang Key Laboratory of Intelligent Education Technology and Application, Zhejiang Normal University, Jinhua 321001, China su: Middle school teachers Primary school teachers STEM education Teachers Qualitative research Zhejiang Sheng (China) sug: subj: Zhejiang Sheng (China) Middle school teachers Primary school teachers STEM education Teachers Qualitative research ab: Encouraging subject teachers to transition to integrated STEM education is an important measure to address the shortage of STEM teachers. However, there is limited research available on the process and characteristics of STEM teacher identity transformation. The study used a hybrid method of Grounded Theory and Epistemic Network Analysis to analyze interview texts of 10 STEM teachers from Zhejiang Province, China. Research has shown that subject teachers go through three stages when transitioning to integrated STEM education: imitation, exploration, and innovation. Throughout each stage, the teacher's identity changes as they gain a better understanding of integrated STEM education, curriculum and project design, practical methods, and teaching reflection. The study has identified three paths for the transformation of STEM teacher identity, which are influenced by factors such as gender, professional background, school type, and location. Additionally, the study proposes strategies that could encourage subject teachers to transition toward STEM education. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2024 holdings: @attributes: islocal: N |
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