Dilemmas experienced by teachers in adapting to the role of facilitator in the STEAM classroom

Kay Ellen Ramey; Reed Stevens

doi:10.1016/j.tate.2023.104271

Dilemmas experienced by teachers in adapting to the role of facilitator in the STEAM classroom

Kay Ellen Ramey^*, Reed Stevens

^*Corresponding author for this work

School of Education and Social Policy

Research output: Contribution to journal › Article › peer-review

3 Scopus citations

Abstract

This study examines: (1) dilemmas experienced by teachers adapting to the role of ‘facilitator’ in a student-centered, technology-supported, STEAM learning environment; (2) strategies they implemented to address them; and (3) students' responses. Data sources included interviews and video-ethnographic, classroom observations with 29 teachers and 325 students, from 20 schools across the United States. Using thematic coding, we identified eight dilemmas and three types of strategies facilitators used to address them. We discuss students' responses to strategies. Findings have implications for understanding how teachers might best facilitate STEAM learning activities and for our understanding of how teachers adapt to educational change.

Original language	English (US)
Article number	104271
Journal	Teaching and Teacher Education
Volume	133
DOIs	https://doi.org/10.1016/j.tate.2023.104271
State	Published - Oct 2023

Funding

This material is based upon work supported by the National Science Foundation under grants DRL-1348800 , DRL-1433724 , and DRL-1657438 . However, any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. We also thank our partner educators and the FUSE team for their support and feedback on this work.

Keywords

Facilitation
Facilitator
STEAM
Teacher adaptations
Technology

ASJC Scopus subject areas

Education

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abstract = "This study examines: (1) dilemmas experienced by teachers adapting to the role of {\textquoteleft}facilitator{\textquoteright} in a student-centered, technology-supported, STEAM learning environment; (2) strategies they implemented to address them; and (3) students' responses. Data sources included interviews and video-ethnographic, classroom observations with 29 teachers and 325 students, from 20 schools across the United States. Using thematic coding, we identified eight dilemmas and three types of strategies facilitators used to address them. We discuss students' responses to strategies. Findings have implications for understanding how teachers might best facilitate STEAM learning activities and for our understanding of how teachers adapt to educational change.",

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AB - This study examines: (1) dilemmas experienced by teachers adapting to the role of ‘facilitator’ in a student-centered, technology-supported, STEAM learning environment; (2) strategies they implemented to address them; and (3) students' responses. Data sources included interviews and video-ethnographic, classroom observations with 29 teachers and 325 students, from 20 schools across the United States. Using thematic coding, we identified eight dilemmas and three types of strategies facilitators used to address them. We discuss students' responses to strategies. Findings have implications for understanding how teachers might best facilitate STEAM learning activities and for our understanding of how teachers adapt to educational change.

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Dilemmas experienced by teachers in adapting to the role of facilitator in the STEAM classroom

Abstract

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Keywords

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