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This paper focuses on the professional development component of the CISTEME365 initiative, which supports the creation of affective and knowledge spaces among guidance counselors and teachers as advocates for social justice and equity in STEM education. Using a qualitative case study approach [3], we examine what happens when a pair of middle school educators (science teacher and dual language science teacher) develop an after-school STEM club with a specific goal of creating an equitable and inclusive environment for girls and students from racially minoritized backgrounds. Further, we use inductive thematic analysis methodology [4] to identify propositions on professional development aspects of CISTEME365 programming and its influence on STEM Club design and student experiences.
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A Teachers’ Guide to Video Club and Other Tips for Professional Development
Acknowledging that our professional development (or methods course) was not going as well as we had hoped was difficult. However, knowing what to do and correcting the problem was even more challenging. This article explains how we engaged teachers in helping us rethink our video club by listening to and acting on their ideas. Through “coffee chats” with teachers during our video club professional development, we received advice on what (and how) to change and what to keep. That advice led to a guide to future video clubs and principles for professional development.
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- Award ID(s):
- 2101356
- PAR ID:
- 10533894
- Publisher / Repository:
- NCTM
- Date Published:
- Journal Name:
- Mathematics Teacher Educator
- Volume:
- 12
- Issue:
- 2
- ISSN:
- 2167-9789
- Page Range / eLocation ID:
- 150 to 162
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.5951/MTE.2023-0037
