Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/8771
Title: Becoming a STEM Teacher: Examining Teachers’ Practice-Linked Identities Through Practice-Based Autobiographies
Authors: Stamatis, Kristina
Friend, Michelle
Jakopovic, Paula
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Stamatis, K., Friend, M., & Jakopovic, P. (2022). Becoming a STEM teacher: Examining teachers’ practice-linked identities through practice-based autobiographies. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 2172-2173). International Society of the Learning Sciences.
Abstract: To provide equitable high-quality STEM education, teachers must be prepared to engage with the tools and practices and to adopt STEM identities. This project investigates the ways teachers’ self-described histories and conceptions of materials and relationships embedded in their STEM experiences fostered or inhibited practice-linked STEM identities. Preliminary findings explore how practicing and pre-service educators conceptualize STEM and how their understanding of STEM both supports and challenges their teaching practice.
Description: Poster
URI: https://dx.doi.org/10.22318/icls2022.2172
https://repository.isls.org//handle/1/8771
Appears in Collections:ISLS Annual Meeting 2022

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