Development of In-Service Teachers' STEM Teaching Identity in the Context of Climate Education

PDF (ελληνικά)
Published: Apr 3, 2025
DOI: https://doi.org/10.12681/codiste.7770
Keywords:
climate education STEM teaching approach
Emily Michailidi
University of Crete
https://orcid.org/0000-0003-1094-9407
Abstract

This study explores the development of STEM teaching identity among science educators, with a focus on teaching climate change. Thirteen primary and secondary school teachers participated in learning communities, where they designed and implemented STEM teaching units. Data were collected through interviews, reflective journals, and teaching plans. The study highlights shifts in aspects of teaching identity related to knowledge, practices, and beliefs about their role as educators, offering valuable insights into their professional development.

Article Details
  • Section
  • 14th Panhellenic Conference of Didactics in Science Education
Downloads
Download data is not yet available.
References
Beauchamp, C., & Thomas, L. (2011). New teachers’ identity shifts at the boundary of teacher education and initial practice. International Journal of Educational Research, 50(1), 6-13. https://doi.org/10.1016/j.ijer.2011.04.003
Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187-1218. https://doi.org/10.1002/tea.20237
Hanna, F., Oostdam, R., Severiens, S. E., & Zijlstra, B. J. (2020). Assessing the professional identity of primary student teachers: Design and validation of the Teacher Identity Measurement Scale. Studies in Educational Evaluation, 64, 100822. https://doi.org/10.1016/j.stueduc.2019.100822
Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM education, 3, 1-11. https://doi.org/10.1186/s40594-016-0046-z
Roehrig, G. H., Dare, E. A., Ellis, J. A., & Ring-Whalen, E. (2021). Beyond the basics: A detailed conceptual framework of integrated STEM. Disciplinary and Interdisciplinary Science Education Research, 3, 1-18. https://doi.org/10.1186/s43031-021-00041-y
Siller, H. S., Vorhölter, K., & Just, J. (2024). Problem Posing as a Way of Promoting Individual Mathematical Thinking in STEM Contexts–The Case of Climate Change. International Journal of Science and Mathematics Education, 1-21. https://doi.org/10.1007/s10763-024-10518-7
Slavit, D., Nelson, T. H., & Lesseig, K. (2016). The teachers’ role in developing, opening, and nurturing an inclusive STEM-focused school. International Journal of STEM Education, 3, 1-17. https://doi.org/10.1186/s40594-016-0040-5