Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7653
Title: Becoming a STEAM-Teacher: Co-Construction of a Zone of Proximal Identity Development to Support Program Implementation
Authors: Stamatis, Kristina M.
Pradhan, Ishita
Penuel, William R.
Keywords: Learning Sciences
Issue Date: Jun-2021
Publisher: International Society of the Learning Sciences
Citation: Stamatis, K. M., Pradhan, I., & Penuel, W. R. (2021). Becoming a STEAM-Teacher: Co-Construction of a Zone of Proximal Identity Development to Support Program Implementation . In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 983-984). Bochum, Germany: International Society of the Learning Sciences.
Abstract: Exploring the role of teachers’ identities in their appropriation of the goals, strategies, and materials of STEAM programs, we argue that teachers’ “practice-linked” identities (Nasir & Hand, 2008) are consequential for implementation of STEAM programming. We analyze a STEAM program implementation that has shown promise for developing students’ interests in STEAM-related futures. We explore how variation in implementation depends upon a zone of proximal identity development between program support staff and teachers.
URI: https://doi.dx.org/10.22318/icls2021.983
https://repository.isls.org//handle/1/7653
Appears in Collections:ISLS Annual Meeting 2021

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