TY - CHAP
T1 - A new understanding of our confusion
T2 - Insights from a year-long STEM fellowship program
AU - Seals, Christopher
AU - Horton, Akesha
AU - Berzina-Pitcher, Inese
AU - Mishra, Punyashloke
N1 - Publisher Copyright:
© 2017, IGI Global. All rights reserved.
PY - 2016/9/23
Y1 - 2016/9/23
N2 - This chapter discusses the philosophies and practices that drive the MSUrbanSTEM Leadership & Teaching Fellowship Program. This multi-year project offers a professional development program to a selected cohort of K-12 STEM educators from Chicago Public Schools, one of the largest urban districts in the U.S. This chapter provides a holistic view of the program, shares the fellow selection process, and focuses on the strategically developed curriculum and the theoretical bases for the chosen pedagogy. This allows the authors to explore the psychological and philosophical principles, based on the idea of accepting confusion, and embracing failure in beliefs about pedagogy and STEM instruction, which are used to expand the skills and abilities of these selected urban school teachers. Finally, we provide some initial findings about the teachers' growth and development both in their efficacy and leadership abilities.
AB - This chapter discusses the philosophies and practices that drive the MSUrbanSTEM Leadership & Teaching Fellowship Program. This multi-year project offers a professional development program to a selected cohort of K-12 STEM educators from Chicago Public Schools, one of the largest urban districts in the U.S. This chapter provides a holistic view of the program, shares the fellow selection process, and focuses on the strategically developed curriculum and the theoretical bases for the chosen pedagogy. This allows the authors to explore the psychological and philosophical principles, based on the idea of accepting confusion, and embracing failure in beliefs about pedagogy and STEM instruction, which are used to expand the skills and abilities of these selected urban school teachers. Finally, we provide some initial findings about the teachers' growth and development both in their efficacy and leadership abilities.
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U2 - 10.4018/978-1-5225-1067-3.ch032
DO - 10.4018/978-1-5225-1067-3.ch032
M3 - Chapter
AN - SCOPUS:85014257713
SN - 9781522510673
SP - 582
EP - 604
BT - Handbook of Research on Teacher Education and Professional Development
PB - IGI Global
ER -