Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7653
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dc.contributor.authorStamatis, Kristina M.
dc.contributor.authorPradhan, Ishita
dc.contributor.authorPenuel, William R.
dc.coverage.spatialBochum, Germanyen_US
dc.date.accessioned2021-10-09T15:50:11Z
dc.date.accessioned2021-10-09T19:54:19Z-
dc.date.available2021-10-09T15:50:11Z
dc.date.available2021-10-09T19:54:19Z-
dc.date.issued2021-06
dc.identifier.citationStamatis, 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.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2021.983
dc.identifier.urihttps://repository.isls.org//handle/1/7653-
dc.description.abstractExploring 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.en_US
dc.format.extentpp. 983-984
dc.language.isoen_US
dc.publisherInternational Society of the Learning Sciencesen_US
dc.relation.ispartofProceedings of the 15th International Conference of the Learning Sciences - ICLS 2021.en_US
dc.subjectLearning Sciencesen_US
dc.titleBecoming a STEAM-Teacher: Co-Construction of a Zone of Proximal Identity Development to Support Program Implementationen_US
dc.typeConference Paperen_US
dc.typePosteren_US
Appears in Collections:ISLS Annual Meeting 2021

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