STEM teacher agency

A case study of initiating and implementing curricular reform

Datos Bibliográficos

ID21392880
AutoresMeena M Balgopal (0000-0002-3846-9256, Department of Biology Colorado State University Fort Collins Colorado, autor de correspondencia)
Año2020
Volumen104
Número4
Páginas762-785
Fecha de publicación2020-07-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaScience Education (JOURNAL)
Identificadores de la revistaISSN: 0036-8326 • E-ISSN: 1098-237X
EditorialWiley (PUBLISHER • GB)
DOI10.1002/sce.21578
OpenAlexW3021226126
IdiomaEN
Citas recibidas14
Referencias citadas61

Most science curricular reform efforts are designed by administrators or science education experts. It is less common for teachers to work collaboratively across disciplines to create, implement, and disseminate an integrated STEM curriculum developed for noncollege‐bound students that ended up being popular across student populations at the school. The integrated Geometry in Construction curriculum was developed 12 years ago and has since been adopted by over 425 schools across the United States. This intrinsic case study describes the experiences and perceptions of two high school teachers (one in mathematics and one in industrial science/engineering) as they achieved agency to initiate a deep and sustained reform effort. Drawing on the theory of teacher agency, the factors motivating the teachers to enact their beliefs about students and teaching are described. As a result of increased professional agency (driven by professional discontentment, willingness to take risks, and encouragement by mentors), these two teachers (a) cogenerated integrated engineering‐math curriculum with one another and their students and (b) addressed the needs of their community for affordable housing

Agency (philosophy) · Curriculum · Mathematics education · Pedagogy · Perception · Professional development · Science education · Sociology · Teacher education · Work (physics) · Educational Environments and Student Outcomes · Engineering · Evaluation of Teaching Practices · Psychology · Teacher Education and Leadership Studies