Author ORCID Identifier
Jakopovic - https://orcid.org/0000-0002-9554-9201
Document Type
Conference Proceeding
Publication Date
6-10-2022
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.
Recommended Citation
Stamatis, Kristina; Friend, Michelle; and Jakopovic, Paula M., "Becoming a STEM Teacher: Examining teachers’ practice-linked identities through practice-based autobiographies" (2022). Teacher Education Faculty Proceedings & Presentations. 42.
https://digitalcommons.unomaha.edu/tedfacproc/42
Comments
This was presented at International Society of the Learning Sciences 2022 Annual Meeting that was held virtually from June 6-10, 2022. https://2022.isls.org/