来源:International Journal of STEM Education 发布时间:2019/1/15 11:16:42
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一个文体两开花的STEM教师什么样儿?| Springer Open

论文标题:Developing identities of STEM teachers at emerging STEM schools

期刊:International Journal of STEM Education

作者:Mohamed El Nagdi, Felicia Leammukda and Gillian Roehrig

发表时间:2018/09/25

数字识别码:10.1186/s40594-018-0136-1

原文链接:https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-018-0136-1?utm_source=other&utm_medium=other&utm_content=null&utm_campaign=BSCN_2_DD_SO_Arti_Scinet

微信链接:https://mp.weixin.qq.com/s/FIa10NOcRLJdMSMDTaA57g

在你眼中,STEM(科学、技术、工程和数学)老师是什么形象呢?EI Nagdi和他的同事们对美国新兴的STEM学校的参与者展开了一项研究,试图借此回答这个问题。该研究结果发表在International Journal of STEM Education杂志上。

由于STEM学校(以科学、技术、工程、数学及跨学科教育为主的学习)是一种新兴的教学组织形式,随之出现的专业STEM老师群体,也是一个不断学习、不断进步、且面向多学科却缺乏明确定义的群体。

不断演变的身份

教育政策、教育方式、学生行为和社会对教师教学期望的不断变化,这些因素都导致了教师身份的不确定性。专职的科学、技术、工程和数学(STEM)教育就是当前这些变化之一。

在STEM学校教书的老师必须应对校内外不同的教学方向、教学任务和教学要求,以便帮助学生在STEM环境下学习。面对这种教学要求,老师们需要拥有不同与传统教师的思维方式和性格。为了满足这种新型综合课程体系的STEM教育的崇高愿景,老师们不仅要建立新的标准,还要将学生们目前在学校里获得的和进行的事务与外界联系起来,从而寻求社会问题的解决之道。此外,STEM老师们也要负责提前培养这些小公民的创新精神、批判思维和交际习惯。

我们认为,探索STEM教师的身份很有意思。因此,我们探索了什么是STEM老师,以及什么是现在及将来的STEM老师应该具备的基本素质。我们设计了这项研究来探索老师们对STEM教师这一角色身份的投入,尤其是在新兴与新建的STEM学校,或那些试图采用STEM综合课程但还处于初级阶段(前两年)的学校。

教师身份本身具有不稳定性

由于社会和个人因素不断影响着教师们对于自身角色的认知,教师的身份本质上就是“不稳定的”。这一般都是个人因素和职业因素互相影响的结果。带着这样的理念,我们考察了两所新兴的STEM学校的教师是如何认识自己,并理解自己扮演的角色。结果表明,老师们在职业生涯都经历了一个过渡。

尽管大多数老师们都有着丰富的教学经历,他们仍然认为自己是“发展中的”或者“新兴的”STEM教师。除了强调STEM比单个科目的规模更大且综合性更强,他们仍然坚持自己作为独立学科(例如科学、社会研究、数学)教师的个人身份,而这对应了教师身份的另一个潜在的特征:多重身份性。

这种身份的多样性反映了独立学科的舒适区与不断变化的STEM环境之间的过渡,以及可能的内部斗争。在这种环境下,教师需要为任务做好更多准备。他们需要进行创造性思考、开放式思考、协作思考,并且拥有学习者而不是“舞台上的圣人”的心态。

跨学科/多学科的教学方法

本研究结果证实了文献中普遍存在的教师身份设想。这项研究对于建立STEM教师身份所需的专业发展,STEM学校领导者的角色,以及培养STEM教师,或者在STEM学校工作的教师的培训项目的性质有一定的启示。

培养STEM教师的身份更像是一场马拉松,而不是短跑。在这个过程中,要想成为STEM教师,有很多事情要做。这并不表示倾向于“一人一师”的模式。相反,教师们渴望建立一种协作但更偏分布式的模式,这种模式下,所有人都在计划和实施一种综合的STEM课程。该课程基于一个包罗万象的主题,并需要跨学科或多学科的教学方法。

摘要:

Background

With the expansion of science, technology, engineering, and mathematics (STEM) schools all over the United States and the world, new roles for teachers are being created, and with these roles, identities are evolving. However, these roles and identities remain an ill-defined area in STEM. The purpose of this paper was to explore the developing STEM teachers’ identities in emerging STEM schools, answering two research questions: (1) How do teachers define their roles as STEM teachers within a STEM school? (2) What do teachers identify as being important characteristics of STEM teachers? A multiple case study design was used to explore the research questions within a bounded context of two emerging STEM schools. Data for this study were drawn from semi-structured interviews conducted with eight teachers from two developing STEM schools within a large urban district in the Midwestern United States. Teams of teachers at each of the schools worked throughout the year to develop and implement their vision for STEM.

Results

Using an inductive data analysis process, three major themes that characterized a STEM teacher identity emerged. These were the unique nature of STEM teachers’ identity; professional characteristics of STEM; and personal characteristics of STEM teachers. Collaboration, flexibility, awareness of students’ needs, and advocates of equity and inclusion were identified as pivotal characteristics of STEM teachers.

Conclusion

This study concluded that STEM teachers’ identity can be viewed as a dynamic, evolving process that results from the interaction of personal and professional traits within new educational experiences exemplified by the STEM endeavor in their schools. An alignment between teachers personal philosophy and STEM understanding is essential for the success in teaching in STEM schools.

阅读论文全文请访问:

https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-018-0136-1?utm_source=other&utm_medium=other&utm_content=null&utm_campaign=BSCN_2_DD_SO_Arti_Scinet

期刊介绍:

The International Journal of STEM Education (https://stemeducationjournal.springeropen.com/about) is a multidisciplinary journal in subject-content education that focuses on the study of teaching and learning in science, technology, engineering, and mathematics (STEM). It is being established as a brand new, forward looking journal in the field of education. As a peer-reviewed journal, it is positioned to promote research and educational development in the rapidly evolving field of STEM education around the world.

(来源:科学网)

 
 
 
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