Hanauer David, Alvey Richard, An Ping, Bancroft Christa, Butela Kristen, Clase Kari, Coleman Sean, Collins D Parks, Conant Stephanie, Connerly Pamela, Connors Bernadette, Dennis Megan, Doyle Erin, Edwards Dustin, Fillman Christy, Findley Ann, Frost Victoria, Gainey Maria, Golebiewska Urszula, Guild Nancy, Gusky Sharon, Johnson Allison, Johnson Kristen, Klyczek Karen, Lee-Soety Julia, Lindberg Heather, Mastropaolo Matthew, Merkle Julie, Mitchell Jon, Molloy Sally, Nieto-Fernandez Fernando, Nissen Jillian, Perez Morales Tiara, Peters Nick, Pfeifer Susanne, Pollenz Richard, Preuss Mary, Rosas-Acosta German, Saha Margaret, Sprenkle Amy, Sunnen C Nicole, Tobiason Deborah, Tolsma Sara, Ware Vassie, Ahumada-Santos Yesmi Patricia, Alvarez Regina, Anderson Justin, Ayuk Mary, Báez-Flores María Elena, Bailey Dondra, Baliraine Frederick, Behr Elizabeth, Beyer Andrea, Bhalla Suparna, Bono Lisa, Breakwell Donald, Byrum Christine, Duffy Iain, Gleich Alyssa, Harrison Melinda, Ho Renee, Hughes Lee, Kagey Jacob, Kohl Kathryn, McClory Sean, Moyer Alison, Alejandra Mussi María, Nance Holly, Nsa Imade, Page Shallee, Parra-Unda Jesus Ricardo, Rocheleau Jessica, Swerdlow Sarah, Thoemke Kara, Valentine Megan, Vega Quinn, Ward Catherine, Williams Daniel, Wisner Ellen, Biederman William, Cresawn Steven, Graham Mark, Hatfull Graham, Heller Danielle, Jacobs-Sera Deborah, Monti Denise, Ramakrishna Pushpa, Russell Daniel, Sivanathan Viknesh
Department of English, Indiana University of Pennsylvania, Indiana, PA.
Biology, Illinois Wesleyan University, Bloomington, IL.
Front Educ (Lausanne). 2024;9:1442306. doi: 10.3389/feduc.2024.1442306. Epub 2024 Oct 23.
The professional identity of scientists has historically been cultivated to value research over teaching, which can undermine initiatives that aim to reform science education. Course-Based Research Experiences (CRE) and the inclusive Research and Education Communities (iREC) are two successful and impactful reform efforts that integrate research and teaching. The aim of this study is to explicate the professional identity of instructors who implement a CRE within an established iREC and to explore how this identity contributes to the success of these programs. 97 CRE instructors from the Science Education Alliance (SEA) iREC participated in a 2-year, multi-stage, qualitative research project that involved weekly reflective journaling, autoethnographic description, small group evaluation and writing, and large-scale community checking. The resulting description of professional identity consisted of shared (inclusivity, student success, community membership, ownership/agency, science, overcoming failure, and persistence), specified (mentor, advocate, scientist, educator, motivator, collaborator, community builder, learner, evaluator and project manager) and a stated (dedicated, resilient, pride in students, multiskilled, valued, community member, responsible and overworked). Analysis of individual reflective diary entries revealed how a professional identity underpinned and facilitated the ways in which faculty addressed challenges that arose and worked towards the success of every student. It is the self-concept of the professional identity of the instructor in the context of the CRE classroom that directed the extended commitment and effort that these instructors evidently put into their work with students, which facilitated student engagement, student persistence, and their collective scientific output. The study concludes that a professional identity of STEM faculty in the context of a CRE and iREC combines being a researcher and educator, and that this integrated identity is central for current initiatives aimed at transforming undergraduate STEM education.
从历史上看，科学家的职业身份一直被培养为重视研究甚于教学，这可能会破坏旨在改革科学教育的举措。基于课程的研究经历（CRE）和包容性研究与教育社区（iREC）是两项成功且有影响力的改革举措，它们将研究与教学整合在一起。本研究的目的是阐明在既定的iREC中实施CRE的教师的职业身份，并探讨这种身份如何促成这些项目的成功。来自科学教育联盟（SEA）iREC的97名CRE教师参与了一个为期两年的多阶段定性研究项目，该项目包括每周的反思性日志记录、自我民族志描述、小组评估与写作以及大规模的社区检查。由此得出的职业身份描述包括共享的（包容性、学生成功、社区成员身份、自主权/能动性、科学、克服失败和坚持不懈）、特定的（导师、倡导者、科学家、教育者、激励者、合作者、社区建设者、学习者、评估者和项目经理）以及陈述的（专注、坚韧、为学生感到骄傲、具备多种技能、有价值、社区成员、负责且工作过度）。对个人反思日记条目的分析揭示了职业身份如何支撑并促进教师应对出现的挑战以及努力实现每个学生成功的方式。正是在CRE课堂背景下教师职业身份的自我概念引导了这些教师显然投入到与学生工作中的长期承诺和努力，这促进了学生的参与度、坚持性以及他们的集体科研成果。该研究得出结论，在CRE和iREC背景下，STEM教师的职业身份融合了研究者和教育者的角色，并且这种整合的身份对于当前旨在转变本科STEM教育的举措至关重要。
