Understanding STEM teacher learning in an informal setting: a case study of a novice STEM teacher

摘要: Research into informal STEM education over the past years has shown that learning environments increase students’ in STEM. However, how teachers learn an setting remains unclear. Such educators who work settings are not all required to have undergone teacher or professional development, and their progress may differ from other teachers’ experiences. As a result, it is important observe understand path such take see they develop identities. Drawing upon Baxter Magolda’s (Making own way: Narratives for transforming higher promote self-development, 2004) self-authorship framework, this qualitative case study explores of one throughout her first class by qualitatively analyzing journals, lesson plans, artifacts. The teacher’s journey progresses towards nonlinear way with multiple signs epistemological, intrapersonal, interpersonal dimensions framework being deeply interconnected another. Implications within context discussed.