NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1022974
Record Type: Journal
Publication Date: 2013
Pages: 9
Abstractor: As Provided
Reference Count: 17
ISSN: ISSN-0009-8655
Community, Inquiry, Leadership: Exploring Early Career Opportunities That Support STEM Teacher Growth and Sustainability
Galosy, Jodie A.; Gillespie, Nicole M.
Clearing House: A Journal of Educational Strategies, Issues and Ideas, v86 n6 p207-215 2013
Much has been written about the need for high-quality science, technology, engineering, and mathematics (STEM) teachers and their role in U.S. educational reform. In this article we provide evidence that beginning science and mathematics teachers need a blend of three mutually reinforcing learning opportunities for growth and sustainability: content-rich professional community, pedagogical inquiry, and leadership from the classroom. We describe how a five-year teaching fellowship program supported these opportunities and argue that these opportunities build professional capital, which offers more powerful leverage for STEM teacher quality and retention than focusing on individual teacher development alone.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A