Faculty Publications

“I Woke Up To Science”: Teacher Narratives Of Growth In A Culturally Sustaining Preschool Stem Program

Document Type

Article

Keywords

Culturally sustaining STEM in ECE, Narrative analysis, Professional identity as teachers, Teacher growth through ECE professional development

Journal/Book/Conference Title

Journal of Applied Developmental Psychology

Volume

83

Abstract

The study reported in this paper was conducted as part of a collaborative research project designed to develop a culturally sustaining approach to science, technology, and engineering education in preschool classrooms. Readiness through Integrative Science and Engineering (RISE) is an integrated approach to providing professional development support to Head Start teachers. Our strengths-based sociocultural approach is centered on best practices in preschool science, technology, and engineering (STE) pedagogy and intentional engagement of families through a home-school connections (HSC) perspective. Two forms of narrative analysis were integrated to generate multidimensional profiles of teachers that were then categorized into three groups representing variation in the teachers’' pathways to understanding and appropriating the RISE approach.

Department

Department of Curriculum and Instruction

Original Publication Date

11-1-2022

DOI of published version

10.1016/j.appdev.2022.101456

Link to Full Text

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