Becoming a STEM Teacher: Examining teachers’ practice-linked identities through practice-based autobiographies

Authors

Kristina Stamatis, University of Nebraska at OmahaFollow
Michelle Friend, University of Nebraska at OmahaFollow
Paula M. Jakopovic, University of Nebraska at OmahaFollow

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.

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/

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