Examining the Effects of STEM Identity and Teaching Identity on Science and Mathematics Teaching Identity and Persistence in a Teaching Program
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Resumo
In response to the demand for more STEM-certified teachers, identity has emerged as a theoretical lens for examining how candidates can be recruited into and retained in the teaching profession. This study explores the intersection between teaching identity and disciplinary identity as they relate to the development of a disciplinary teaching identity. Survey responses were collected from students in a teaching recruitment class for STEM majors, and regression models were developed to predict disciplinary teaching identity and program persistence. Findings from both models indicated that teaching identity is a strong predictor of both disciplinary teaching identity and program persistence, but disciplinary identity plays less of a role. These findings align with previous qualitative research on teacher identity development. Additionally, these findings highlight a need to engage STEM faculty in efforts to recruit students who strongly identify with STEM into the teaching profession.
Dados da obra
- Tipo
- Artigo
- Periódico
- Journal of College Science Teaching, v. 52, n. 5, p. 14-19
- Editora
- National Science Teachers Association
- Ano
- 2023 (2023-05-01)
- Idioma
- en
- Palavras-chave
- Preservice Teachers; STEM Education; Self Concept; Professional Identity; Science Education; Mathematics Education; Academic Persistence; Preservice Teacher Education; College Students; Models; Prediction; Teacher Recruitment; Student Recruitment; STEM identity; teaching identity; disciplinary identity; teacher persistence; teacher education curriculum; teacher identity formation; STEM majors
- Temas
- Currículo, Formação de Professores de Matemática
- DOI
- 10.1080/19434898.2023.12290243
- ISSN
- 0047-231X, 1943-4898
- Acesso
- Acesso restrito
- Fontes
- ERIC — Education Resources Information Center; OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
GILES, Ingelise et al.. Examining the Effects of STEM Identity and Teaching Identity on Science and Mathematics Teaching Identity and Persistence in a Teaching Program. Journal of College Science Teaching, v. 52, n. 5, p. 14-19, 2023. DOI: https://doi.org/10.1080/19434898.2023.12290243.
APA
Giles, I., Cook, N., Hazari, Z., Fernandez, M., & Kramer, L. H. (2023). Examining the Effects of STEM Identity and Teaching Identity on Science and Mathematics Teaching Identity and Persistence in a Teaching Program. Journal of College Science Teaching, 52(5), 14-19. https://doi.org/10.1080/19434898.2023.12290243
BibTeX
@article{giles2023,
author = {Giles, Ingelise and Cook, Nicole and Hazari, Zahra and Fernandez, Maria and Kramer, Laird H.},
title = {Examining the Effects of STEM Identity and Teaching Identity on Science and Mathematics Teaching Identity and Persistence in a Teaching Program},
year = {2023},
journal = {Journal of College Science Teaching},
volume = {52},
number = {5},
pages = {14-19},
publisher = {National Science Teachers Association},
doi = {10.1080/19434898.2023.12290243},
language = {en}
}RIS
TY - JOUR AU - Giles, Ingelise AU - Cook, Nicole AU - Hazari, Zahra AU - Fernandez, Maria AU - Kramer, Laird H. TI - Examining the Effects of STEM Identity and Teaching Identity on Science and Mathematics Teaching Identity and Persistence in a Teaching Program PY - 2023 JO - Journal of College Science Teaching VL - 52 IS - 5 SP - 14 EP - 19 DO - 10.1080/19434898.2023.12290243 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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