The construction and sustainability of teachers’ positive emotions toward STEM educational work

The construction and sustainability of teachers’ positive emotions toward STEM educational work

• Lian, Yi The Chinese University of Hong Kong
• Tsang, Kwok Kuen Beijing Normal University
• Zhang, Ying Capital University of Economics and Business

Sustainability, 13(11), , 2021

MDPI AG

2021

• G 課程與教學:個別教學範疇
  • GC 數學及統計學
• G 課程與教學:個別教學範疇
  • GD 科學及科技
• G 課程與教學:個別教學範疇
  • GG 工程、製造及建築
• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見

Teacher Emotions STEM Education Social Construction Sustainability

• Hong Kong

• 1997.7 onwards

• 小學教育
• 中學教育

• View Full Text 全文連結

STEM education is an important approach for preparing students for a competitive workforce with essential skills in the 21st century. However, successfully implementing STEM education in primary and secondary schools presents a variety of challenges. The study suggests that a neglected challenge in the literature is how to sustain teachers’ positive emotions toward STEM educational work, which may cause teachers to be more engaged in, motived by, and committed to STEM education. Therefore, the study aims to contribute to the literature by investigating the mechanism of the construction and suitability of teachers’ emotions toward STEM educational work based on a single case study conducted in Hong Kong from the social constructionist perspective. The major findings of the study indicate that (1) positive emotions toward STEM educational work may be constructed by the teacher’s positive interpretation of the work, i.e., STEM educational work as the facilitator of students’ overall development and that (2) positive emotions toward STEM educational work may be sustained by enabling school institutions to have the elements of shared power, administrative support, and the value of a whole-person education. Copyright © 2021 MDPI AG

• 英文

期刊論文

• 20711050

• 10.3390/su13115769

https://bibliography.lib.eduhk.hk/tc/bibs/e3febe8a

2022-05-12