Abstract
A need exists for impactful interdisciplinary collaborations between STEM and Education departments to build successful STEM teacher education programs. Within extant literature, few studies have examined the qualities that make STEM and Education collaborations possible for the purpose of STEM teacher preparation. The purpose of this study was to analyze the motivation, development and sustainability of collaborations between STEM and Education faculty and university supervisors to better enhance STEM teacher education programs. This study analyzes the dynamics between STEM and Education faculty and university supervisors at seven universities with Robert Noyce Teacher Scholarship Programs within the state of Texas. Through a qualitative multiple-case study research approach, we collected data through focus group interviews, archival information, and field notes. Our exploratory study yielded three main findings to include the following: (1) characteristics of impactful STEM-Education collaborations; (2) impact of STEM-Education collaborations; and (3) common STEM-Education collaboration constraints. Based on the findings from this study, implications for universities, institutional leaders, students, and the grant foundation are discussed.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
