TY - JOUR
T1 - Professional Growth and Identity Development of STEM Teacher Educators in a Community of Practice
AU - Weinberg, Andrea E.
AU - Balgopal, Meena M.
AU - Sample McMeeking, Laura B.
N1 - Funding Information:
This study was supported, in part, by NSF award #s DUE-1540794 (CSU Noyce Phase II: Empowering Scholars and STEM Teachers), DUE-1035298 (Colorado State University Noyce Scholarship Program), as well as DRL-1503414 and DRL-1221122 (Mathematical and Computational Methods for Planning a Sustainable Future)
Publisher Copyright:
© 2021, Ministry of Science and Technology, Taiwan.
PY - 2021/5
Y1 - 2021/5
N2 - Quality STEM teacher education is predicated on teacher educators who are well-equipped to design learning experiences, provide feedback, guide the development of teachers across their career span, and conduct rigorous research to advance education theory and praxis. While numerous models and approaches to professional development for teachers exist, few parallels can be drawn between the professional development of teachers and teacher educators (Loughran, 2014). To support the multi-faceted identity (trans)formation of STEM teacher educators, self-directed learning opportunities can help bridge knowledge and practice, enhance productive collaboration, and support efforts to negotiate multiple and conflicting agendas (Goodwin & Kosnik, 2013). The purpose of this empirical study was to explore the identity (trans)formation of teacher educators participating in a long-term interdisciplinary STEM-based Community of Practice (CoP; Wenger, 1998), which began in 2012. An analysis of our experiences through the figured worlds lens informs how a CoP can impact curricular approaches and teacher PD, imploring members to move through their comfort zones into innovative spaces. We conclude with suggestions for our STEM teacher educator colleagues who seek opportunities to challenge their own positions and best support preservice and in-service STEM teachers in a way that allows them to model for their students the value of community.
AB - Quality STEM teacher education is predicated on teacher educators who are well-equipped to design learning experiences, provide feedback, guide the development of teachers across their career span, and conduct rigorous research to advance education theory and praxis. While numerous models and approaches to professional development for teachers exist, few parallels can be drawn between the professional development of teachers and teacher educators (Loughran, 2014). To support the multi-faceted identity (trans)formation of STEM teacher educators, self-directed learning opportunities can help bridge knowledge and practice, enhance productive collaboration, and support efforts to negotiate multiple and conflicting agendas (Goodwin & Kosnik, 2013). The purpose of this empirical study was to explore the identity (trans)formation of teacher educators participating in a long-term interdisciplinary STEM-based Community of Practice (CoP; Wenger, 1998), which began in 2012. An analysis of our experiences through the figured worlds lens informs how a CoP can impact curricular approaches and teacher PD, imploring members to move through their comfort zones into innovative spaces. We conclude with suggestions for our STEM teacher educator colleagues who seek opportunities to challenge their own positions and best support preservice and in-service STEM teachers in a way that allows them to model for their students the value of community.
KW - Community of Practice
KW - Mathematics education
KW - Professional development
KW - Science education
KW - Teacher education
UR - http://www.scopus.com/inward/record.url?scp=85101476999&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85101476999&partnerID=8YFLogxK
U2 - 10.1007/s10763-020-10148-9
DO - 10.1007/s10763-020-10148-9
M3 - Article
AN - SCOPUS:85101476999
SN - 1571-0068
VL - 19
SP - 99
EP - 120
JO - International Journal of Science and Mathematics Education
JF - International Journal of Science and Mathematics Education
ER -