ERIC Number: EJ1022974
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 17
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.
Descriptors: Beginning Teachers, STEM Education, Science Teachers, Mathematics Teachers, Fellowships, Teacher Persistence, Mixed Methods Research, Faculty Development, Secondary Education, Secondary School Science, Secondary School Teachers, Sustainability, Teacher Leadership, Human Capital, Social Capital, Educational Change, Teacher Researchers
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education; High Schools
Authoring Institution: N/A