Applying Expansive Learning Theory in Understanding the Effectiveness of Spelman's STEM Teacher Education Pipeline
Proposal Track
Research Project
Session Format
Presentation
Abstract
The demand for secondary STEM teachers is increasing.Spelman College, an all women’s historically black college and institution, has a legacy of producing a large number of black women who major and pursue higher degrees in the STEM fields. Spelmanites were provided various research experience from the prominent STEM programs, funded-projects, and external organizations to fulfill capstone project. In this study, by borrowing the concept of capstone research experience, our study engaged STEM majors who expressed their interest in gaining research experience and as well as considering teaching as a profession into Spelman STEM Teacher Preparation Pipeline (SSTEP). The purpose of the study is to investigate how effective the integration of educational research in a summer program would impact students’ career choice. Two directing research questions are: 1) how conducting educational research mediated the object of the new activity system of understanding teachers’ role in teacher preparation program and what contradictions were found? 2) how they perceived the role of researcher, teacher, and their willingness to pursue teaching profession? We applied expansive learning theory (Engeström, 1995) and using “teacher as researcher” as boundary crossing object to identify potential contradictions. Educational implications are discussed.
Keywords
Expansive learning, activity theory, STEM educational researcher, underrepresented STEM undergraduates
Recommended Citation
Sung, Shannon H. and Hoba, N'sou D., "Applying Expansive Learning Theory in Understanding the Effectiveness of Spelman's STEM Teacher Education Pipeline" (2017). Georgia Educational Research Association Conference. 3.
https://digitalcommons.georgiasouthern.edu/gera/2017/2017/3
Applying Expansive Learning Theory in Understanding the Effectiveness of Spelman's STEM Teacher Education Pipeline
The demand for secondary STEM teachers is increasing.Spelman College, an all women’s historically black college and institution, has a legacy of producing a large number of black women who major and pursue higher degrees in the STEM fields. Spelmanites were provided various research experience from the prominent STEM programs, funded-projects, and external organizations to fulfill capstone project. In this study, by borrowing the concept of capstone research experience, our study engaged STEM majors who expressed their interest in gaining research experience and as well as considering teaching as a profession into Spelman STEM Teacher Preparation Pipeline (SSTEP). The purpose of the study is to investigate how effective the integration of educational research in a summer program would impact students’ career choice. Two directing research questions are: 1) how conducting educational research mediated the object of the new activity system of understanding teachers’ role in teacher preparation program and what contradictions were found? 2) how they perceived the role of researcher, teacher, and their willingness to pursue teaching profession? We applied expansive learning theory (Engeström, 1995) and using “teacher as researcher” as boundary crossing object to identify potential contradictions. Educational implications are discussed.
