This chapter discusses the philosophies and practices that drive the MSUrbanSTEM Leadership & Teaching Fellowship Program. This multi-year project offers a professional development program to a selected cohort of K-12 STEM educators from Chicago Public Schools, one of the largest urban districts in the U.S. This chapter provides a holistic view of the program, shares the fellow selection process, and focuses on the strategically developed curriculum and the theoretical bases for the chosen pedagogy. This allows the authors to explore the psychological and philosophical principles, based on the idea of accepting confusion, and embracing failure in beliefs about pedagogy and STEM instruction, which are used to expand the skills and abilities of these selected urban school teachers. Finally, we provide some initial findings about the teachers' growth and development both in their efficacy and leadership abilities.
|Original language||English (US)|
|Title of host publication||Handbook of Research on Teacher Education and Professional Development|
|Editors||Christie Martin, Drew Polly|
|Number of pages||23|
|State||Published - Sep 23 2016|
ASJC Scopus subject areas
- Social Sciences(all)