Developing Integrated STEM Teacher Identity Using Guided Curation of K–12 Engineering Activities

• In Event: Fairmont Roundtable Session Eighteen
  In Roundtable Session: Examining and Developing a STEM Teacher Identity (Table 9)

Abstract

Our qualitative study examines how guided curation develops practicing teachers’ task perception as a dimension of integrated STEM teacher identity. Task perception is defined as beliefs about their roles and responsibilities as integrated STEM educators. Analysis of teachers’ (n=22) guided curation assignments from a graduate STEM education course revealed how teachers perceived their roles and responsibilities. These beliefs included centering the engineering design process, encouraging collaborative problem solving, providing productive mistake-making opportunities, and using science and engineering practices. Use of a STEM lesson curation tool in the collection and analysis of curriculum resources was instrumental in developing task perception. Implications for cultivating integrated STEM teacher identities to increase teacher readiness to design innovative integrated STEM instruction are offered.

Authors

• Terrie M. Galanti, University of North Florida
  Presenting Author

• Nancy Holincheck, George Mason University
  Presenting Author