Journal article
Teachers’ Role in Students’ Learning at a Project-Based STEM High School: Implications for Teacher Education
International journal of science and mathematics education, Vol.19(6), pp.1103-1123
06/16/2020
Handle:
https://hdl.handle.net/2376/119657
Abstract
This study explored how teachers engage and support students at a project-based STEM high school to identify key elements defining students’ learning experiences in a project-based environment. Interviews and surveys provided students’ and teachers’ perspectives of challenges and supports in the project-based learning process. The teachers’ support was personal and caring, they challenged students and provided responsive guidance and advice, responding directly to students’ interests while retaining high standards and expectations; we saw that teachers’ caring in an environment of high expectations was crucial for student success. Identification of three critical elements of the teachers’ supports and challenges (student-centered projects, a focus on twenty-first century competencies, and strong teacher-student relationships) led to recommendations for teacher preparation such as providing preservice teachers with authentic experiences, celebrating failure as part of learning, explicitly teaching about project-based learning pedagogy, and stressing the importance of caring relationships and twenty-first century competencies.
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Details
- Title
- Teachers’ Role in Students’ Learning at a Project-Based STEM High School: Implications for Teacher Education
- Creators
- Judith MorrisonJanet FrostChad GotchAmy Roth McDuffieBruce AustinBrian French
- Publication Details
- International journal of science and mathematics education, Vol.19(6), pp.1103-1123
- Academic Unit
- Education, College of
- Identifiers
- 99900594655901842
- Language
- English
- Resource Type
- Journal article