TY - JOUR
T1 - Developing Resilient K-12 STEM Teachers
AU - Wright, Diane S.
AU - Balgopal, Meena M.
AU - Sample McMeeking, Laura B.
AU - Weinberg, Andrea
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This material is based upon work supported by the National Science Foundation Noyce Grant (#1137023, 2016-2020) awarded to Meena Balgopal, Andrea Weinberg, Janice Nerger, Thomas Siller, Paul Kennedy, and Laura Sample McMeeking. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
Publisher Copyright:
© The Author(s) 2018.
PY - 2019/2/1
Y1 - 2019/2/1
N2 - The Problem: The US is currently experiencing a shortage of K-12 science, technology, engineering, and mathematics (STEM) teachers, especially in high-poverty communities. The shortage can be explained by both low teacher recruitment and high teacher turnover; however, the reasons why teachers leave the profession are complex. The Solution: We argue that teacher professional development programs are often focused on how teachers can meet the needs of their students but ignore how teachers can build their own professional resilience. We draw from research in both teacher self-efficacy and ecological adaptive capacity to propose a revised Teacher-Centered Systemic Reform Model that identifies adaptive capacity as an outcome goal for individuals and school systems. School environments are dynamic (e.g., new policies, student needs, and changing administrators), and as a result, teachers need skills to adapt, enabling them to be resilient while still meeting students’ needs. The Stakeholders: Professional development, teacher educators, human resource development (HRD) practitioners, K-12 STEM teachers.
AB - The Problem: The US is currently experiencing a shortage of K-12 science, technology, engineering, and mathematics (STEM) teachers, especially in high-poverty communities. The shortage can be explained by both low teacher recruitment and high teacher turnover; however, the reasons why teachers leave the profession are complex. The Solution: We argue that teacher professional development programs are often focused on how teachers can meet the needs of their students but ignore how teachers can build their own professional resilience. We draw from research in both teacher self-efficacy and ecological adaptive capacity to propose a revised Teacher-Centered Systemic Reform Model that identifies adaptive capacity as an outcome goal for individuals and school systems. School environments are dynamic (e.g., new policies, student needs, and changing administrators), and as a result, teachers need skills to adapt, enabling them to be resilient while still meeting students’ needs. The Stakeholders: Professional development, teacher educators, human resource development (HRD) practitioners, K-12 STEM teachers.
KW - STEM teachers
KW - adaptive capacity
KW - professional resilience
KW - teacher turnover
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U2 - 10.1177/1523422318814483
DO - 10.1177/1523422318814483
M3 - Article
AN - SCOPUS:85058660604
SN - 1523-4223
VL - 21
SP - 16
EP - 34
JO - Advances in Developing Human Resources
JF - Advances in Developing Human Resources
IS - 1
ER -