Exploring the Relationship Dimension of Peer Tutoring in STEM Teachers' Professional Development

• In Event: Action Paper Session 1

Abstract

We explored the role of relationship in the peer-tutoring approach for STEM teacher professional development (PD) in data science and cybersecurity (DSC) at a public university in Texas. Peer tutoring was the primary method in this research. Two female and seven male STEM teachers were selected to participate in an intensive six-week synchronous training via zoom. Data sources included observations on teachers’ interactions and teachers’ reflexivity sessions and journal entries. Findings indicated the interactions and social relationships of the peer-tutoring approach played an important role in STEM teachers’ professional development in DSC. This research offers the significance of using peer-tutoring for in-service STEM teachers’ PD to transform their technological, content and pedagogical knowledge, skills, and teaching disposition in introducing DSC.

Authors

• Loi Quoc Le, Texas Tech University

• Faith Maina, Texas Tech University

• Julie Smit, Texas Tech University

• Joseph Mbogo Wairungu, Texas Tech University

• Michael Otieno Okumu, Texas Tech University