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Theorizing STEM leadership: Agency, identity, and community
Citation
Uma Natarajan, Tan, A. L., & Teo, T. W. (2021). Theorizing STEM leadership: Agency, identity and community. Asia-Pacific Science Education, 7(1), 173–196. https://doi.org/10.1163/23641177-bja10021
Abstract
STEM education, when perceived as integrated learning that encompasses knowledge, skills and practices of Science, Technology, Engineering and Mathematics, points to a need to re-examine ways of classification of school subjects and learning. Consequently, dilemmas related to integrated STEM education arise. School leaders are faced with the task to organize teams to address issues such as the ownership of STEM, identity issues such as STEM teacher or teacher of STEM subjects, evaluation of STEM programs and resources to support STEM education. The unique characteristics of integrated disciplines demand leaders who understand the unique characteristics and demands of each discipline and to apply them to build a synergistic platform to magnify the similarities and harness the differences for learning. In this paper, we present an argument for STEM leadership to focus on building STEM teachers’ agency, identity and sense of belonging to a community. These three aspects are important for meaningful planning, enactment and sustainability of STEM programs since teachers’ beliefs, intentions, actions and empowerment are known to be instrumental in the success of many educational reforms.
Date Issued
2021
Publisher
Brill
Journal
Asia-Pacific Science Education
DOI
10.1163/23641177-BJA10021
Project
OER 24/19 TAL
Grant ID
Education Research Funding Programme (ERFP)
Funding Agency
Ministry of Education, Singapore