Rural Robotics Teacher Leadership Development: A Qualitative Inquiry

• In Event: Leadership, Collaboration, and Professional Identity in Rural Teaching

Abstract

As STEM education increases in prevalence, researchers continue to explore effective learning environments and teaching approaches. This qualitative study examines the experiences of rural robotics teachers (RRTs) and their formation of educational robotics (ER) programs within their schools. Using the rural teacher leadership in science and mathematics framework (Lotter et al., 2020), RRTs experiences reflected leadership skills which assisted in pioneering ER programs in rural schools. Implications from this study extend to strengthening the support for the rural teacher leadership framework in other STEM content areas. Rural schools may support the development of teachers leaders within the realm of STEM education, including novel learning methods.

Authors

• Audrey C. Meador, West Texas A&M University

• Alyssa Michelle Raygoza, University of South Carolina

• Beatrice Nicole Quiroz, University of South Carolina

• Matthew J. Irvin, University of South Carolina