Cargando…

Professional Growth and Identity Development of STEM Teacher Educators in a Community of Practice

Quality STEM teacher education is predicated on teacher educators who are well-equipped to design learning experiences, provide feedback, guide the development of teachers across their career span, and conduct rigorous research to advance education theory and praxis. While numerous models and approa...

Descripción completa

Detalles Bibliográficos
Autores principales:	Weinberg, Andrea E., Balgopal, Meena M., Sample McMeeking, Laura B.
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Springer Singapore 2021
Materias:	Article
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7871950/ https://www.ncbi.nlm.nih.gov/pubmed/33584160 http://dx.doi.org/10.1007/s10763-020-10148-9

Ejemplares similares

A sense of belonging: The role of higher education in retaining quality STEM teachers
por: Balgopal, Meena M., et al.
Publicado: (2022)

Outperforming yet undervalued: Undergraduate women in STEM
por: Bloodhart, Brittany, et al.
Publicado: (2020)

On the Role of Teachers’ Professional Identity and Well-Being in Their Professional Development
por: Zhao, Qian
Publicado: (2022)

Teachers’ professional identity: validation of an assessment instrument for preservice teachers
por: Gracia, Elisa Pérez, et al.
Publicado: (2021)

The simulation of stress fibre and focal adhesion development in cells on patterned substrates
por: Pathak, Amit, et al.
Publicado: (2007)

The impact of professional identity profile on teachers’ commitment: /
por: Jácome Martínez, Margarito
Publicado: (2013)

Students' perceptions of EFL teachers' professional identity: /
por: Durán Hernández, Alfonso
Publicado: (2014)

The Role of Motivation and Commitment in Teachers’ Professional Identity
por: Ma, Dongmin
Publicado: (2022)

The Implications of EFL/ESL Teachers' Emotions in Their Professional Identity Development
por: Cheng, Ling
Publicado: (2021)

Developing identities of STEM teachers at emerging STEM schools
por: El Nagdi, Mohamed, et al.
Publicado: (2018)

Educating prospective secondary mathematics teachers: knowledge, identity, and pedagogical practices
por: Strutchens, Marilyn E, et al.
Publicado: (2018)

Liberating an EFL teacher as an activist teacher professional identity in MA TESOL classrooms
por: Alzhrani, Nesreen
Publicado: (2023)

BA EFL teachers’ perceptions regarding their professional identity. /
por: Ramírez Armenta, Álvaro
Publicado: (2018)

How evaluations transform EFL teachers' professional identities: /
por: Ponce Morales, Patricia
Publicado: (2013)

Revalidation of preservice physical education teacher’s teacher identity scale in Chinese physical education student teachers
por: Yang, Anlu, et al.
Publicado: (2023)

Teachers’ professional identities in the context of school-based sexuality education in Uganda—a qualitative study
por: de Haas, Billie, et al.
Publicado: (2020)

Assessing teacher education and professional development needs for the implementation of integrated approaches to STEM education
por: Shernoff, David J., et al.
Publicado: (2017)

A Study of Student-Teachers' Emotional Experiences and Their Development of Professional Identities
por: Chen, Zehang, et al.
Publicado: (2022)

Language and identity in an Indigenous teacher education program
por: Moore, Sylvia
Publicado: (2019)

Book Review: Language Teacher Educator Identity
por: Li, Zongqiang
Publicado: (2021)

Profiles of Teacher Professional Identity Among Student Teachers and Its Association With Mental Health
por: Zhao, Shunying, et al.
Publicado: (2022)

Academic Self-Efficacy, Social Support, and Professional Identity Among Preservice Special Education Teachers in China
por: Chen, Xiaomeng, et al.
Publicado: (2020)

The Influence of Field Teaching Practice on Pre-service Teachers’ Professional Identity: A Mixed Methods Study
por: Zhao, Hongyu, et al.
Publicado: (2017)

Professional knowledge in music teacher education
Publicado: (2016)

Characterizing elemental, equivalent black, and refractory black carbon aerosol particles: a review of techniques, their limitations and uncertainties
por: Lack, Daniel A., et al.
Publicado: (2013)

Professional identity construction of english teachers teaching high school learners : /
por: Rosales Villarruel, Iván
Publicado: (2014)

Divided Village, Divided Identity? Exploring the Professional Identity of Teachers Amid the Geopolitical Configuration in Al-Ghajar
por: Nissim, Yonit, et al.
Publicado: (2023)

Revisiting English as a foreign language teachers’ professional identity and commitment in social media-focused professional development
por: Ping, Wenjiang
Publicado: (2022)

Chinese Preservice Teachers’ Professional Identity Links with Education Program Performance: The Roles of Task Value Belief and Learning Motivations
por: Zhang, Yan, et al.
Publicado: (2016)

‘Kindness and empathy beyond all else’: Challenges to professional identities of Higher Education teachers during COVID-19 times
por: Cain, Melissa, et al.
Publicado: (2022)

Reflecting on Reflections Concerning Critical Incidents in Developing Pre-Service Teachers’ Professional Identity: Evidence from a TESOL Education Project
por: Karim, Abdul, et al.
Publicado: (2023)

Cognitive-Processing Bias in Chinese Student Teachers with Strong and Weak Professional Identity
por: Wang, Xin-qiang, et al.
Publicado: (2017)

English as a Foreign Language Teachers’ Work Engagement, Burnout, and Their Professional Identity
por: Xing, Zhaopeng
Publicado: (2022)

The social construction of nurse educator professional identities: Exploring the impact of a community of practice through participatory action research
por: Woods, Andrew, et al.
Publicado: (2022)

The role of educational initiatives in EFL teacher professional development: a study of teacher mentors’ perspectives
por: Mohamed Mohamed Ali El Deen, Abdul Aziz
Publicado: (2023)

Informal teacher communities enhancing the professional development of medical teachers: a qualitative study
por: van Lankveld, Thea, et al.
Publicado: (2016)

Pre-K teachers’ professional identity development at community-based organizations during universal Pre-K expansion in New York City
por: Akaba, Sanae, et al.
Publicado: (2022)

Early Childhood Education Teacher Workforce: Stress in Relation to Identity and Choices
por: Wiltshire, Cynthia A.
Publicado: (2023)

Perspectives of transformative learning and professional agency: A native Chinese language teacher’s story of teacher identity transformation in Australia
por: Yang, Suling, et al.
Publicado: (2022)

Teachers’ Professional Identity and Burnout among Chinese Female School Teachers: Mediating Roles of Work Engagement and Psychological Capital
por: Sun, Changkang, et al.
Publicado: (2022)

Cannot write session to /tmp/vufind_sessions/sess_7l1r4oec1fu240vsnbdrtctbm4