CHI TIẾT NGHIÊN CỨU …
Tiêu đề
In praise of “unsung teachers”: Teachers’ influences on students enrolling in stem programs with the intent of entering stem careers
Tác giả
Craig C.J.; Evans P.K.; Verma R.; Stokes D.W.; Li J.
Năm xuất bản
2021
Source title
Advances in Research on Teaching
Số trích dẫn
0
DOI
10.1108/S1479-368720210000035008
Liên kết
Tóm tắt
This narrative inquiry examines teachers’ influences on undergraduate/ graduate students who enrolled in STEM programs and intended to enter STEM careers. Three National Science Foundation (NSF) scholarship grants sat in the backdrop. Narrative exemplars were crafted using the interpretative tools of broadening, burrowing, storying and restorying, fictionalization, and serial interpretation. Three diverse students’ narratives constituted the science education cases: One from teacher education, another about cybertechnology, and a third involving cybersecurity. The influence of the university students’ former teachers cohered around five themes: (1) same program-different narratives, (2) in loco parentis, (3) counterstories, (4) learning in small moments, and (5) the importance of the liberal arts in STEM education. The students’ narratives form instructive models for their siblings and other students pursuing STEM degrees/careers. Most importantly, the multi-perspectival stories of experiences capture the far-reaching impact of “unsung teachers” whose long-term influence is greatly underestimated by the public. © 2021 by Emerald Publishing Limited.
Từ khóa
Narrative inquiry; STEM careers; Teacher education; Teacher influence; Teachers’ long-term impact; TeachHOUSTON
Tài liệu tham khảo
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Nơi xuất bản
Emerald Group Holdings Ltd.
Hình thức xuất bản
Book chapter
Open Access
Nguồn
Scopus