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A Narrative Analysis of Women STEM Professionals' Transitions to Project-Based Teaching.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Narrative Analysis of Women STEM Professionals' Transitions to Project-Based Teaching./
作者:	Stoddard, Ellen Whitman.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
面頁冊數:	158 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
Contained By:	Dissertations Abstracts International83-11A.
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29064719
ISBN:	9798426830028

A Narrative Analysis of Women STEM Professionals' Transitions to Project-Based Teaching.
Stoddard, Ellen Whitman.

A Narrative Analysis of Women STEM Professionals' Transitions to Project-Based Teaching. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 158 p.

Source: Dissertations Abstracts International, Volume: 83-11, Section: A.

Thesis (Ed.D.)--Northeastern University, 2022.

This item must not be sold to any third party vendors.

This study examined how women second career teachers (SCTs) described the ways that previous work experience in science, technology, engineering, and math (STEM) related fields influenced their teaching at a project-based learning high school program. Semi-structured interviews were conducted with five female teachers from different sites of a project based learning program in the mid-western United States. Participants had an average of 12 years of experience working in STEM industries and an average of 4 years of experience teaching. Transcripts were analyzed using narrative analysis to identify themes. Three major themes emerged: the role of relationships, perspectives on education, and personal and professional influences. Key findings on how STEM careers influenced teaching practice include, (a) teachers maintained industry connections that provided hands on opportunities for students and enhanced their curriculum, (b) teachers leveraged mindsets related to risk-taking, self-direction, adaptability, tolerating ambiguity, and STEM self-efficacy, (c) teachers developed perspectives on education that challenged established norms of teacher identity and practice and (d) teachers modeled STEM integration. These findings were considered along with existing literature, and Mezirow's transformative learning theory to suggest that SCTs can shepherd dynamic school-industry collaborations to improve pathways for girls, raise up the use of nontraditional teaching strategies to integrate STEM domains, and model persistence mindsets. Opportunities exist for project-based learning practitioners, STEM professional development providers, and other educational leaders to identify, mobilize, and support women SCTs.

ISBN: 9798426830028Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Project-based teaching and learning

A Narrative Analysis of Women STEM Professionals' Transitions to Project-Based Teaching.
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