STEM Teacher Educators' Professional Practices and Challenges: A Cross-National Comparison

Autor/inn/en	Medina-Jerez, William; Tchoshanov, Mourat; Arroyo, Ruby Lynch; Iturralde, Cristina; Freire, Laísa M.; Quiñones, María de los Angeles Cruz; Giaconi, Valentina; Saadati, Farzaneh; Bertelle, Adriana; Rocha, Adriana; Stoessel, Ana Fuhr; Andrade, Adela Molina
Titel	STEM Teacher Educators' Professional Practices and Challenges: A Cross-National Comparison
Quelle	In: Journal of Teacher Education and Educators, 10 (2021) 2, S.201-226 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Medina-Jerez, William) ORCID (Tchoshanov, Mourat) ORCID (Arroyo, Ruby Lynch) ORCID (Iturralde, Cristina) ORCID (Freire, Laísa M.) ORCID (Giaconi, Valentina) ORCID (Saadati, Farzaneh) ORCID (Bertelle, Adriana) ORCID (Rocha, Adriana) ORCID (Stoessel, Ana Fuhr) ORCID (Andrade, Adela Molina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-0456
Schlagwörter	STEM Education; Teacher Educators; Teacher Attitudes; Cross Cultural Studies; Foreign Countries; Faculty Development; Teacher Education Programs; Tenure; Career Development; Faculty Promotion; Barriers; Teacher Surveys; Teaching Methods; Faculty Workload; Trend Analysis; Professional Identity; Work Environment; Argentina; Brazil; Colombia; United States; Chile; Mexico + Suchen Sie Ihr Suchwort? STEM; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Cultural comparison; Kulturvergleich; Ausland; Amtszeit; Beschäftigungsdauer; Berufsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Trendanalyse; Arbeitsmilieu; Argentinien; Brasilien; Kolumbien; USA; Mexiko
Abstract	Professional growth of STEM teacher educators remains an underdeveloped topic in educational research. In the current study, STEM teacher educators representing six countries: Argentina, Brazil, Chile, Colombia, Mexico, and USA completed a survey, which addressed teacher educators' professional trajectories, practices, and challenges they face to meet tenure requirements. This study utilized convergent mixed methods design applying survey research format and as such integrated both quantitative and qualitative data collection and analysis. Descriptive statistics and meaning coding of the survey and interviews allowed identification of emerging themes in professional practices. The main findings suggest that there are common trends as well as country specific professional practices across professional trajectories reported by participants. The study results reveal that the lack of support during the teacher-to-teacher educator transition period was a common feature across the countries. It was also evident among participants that their professional journey begins with an assumption that as teacher educators they should primarily excel in performing teaching tasks. (As Provided).
Anmerkungen	Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: https://dergipark.org.tr/en/pub/jtee
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01