Supporting Beginning Teachers in STEM Content Areas Through Self-Directed Learning and Micro-Credentials

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Author(s): Erin K. West (Appalachian State University, USA), Rachel Nelson (Appalachian State University, USA), Katherine Chesnutt (Appalachian State University, USA)and James Beeler (Appalachian State University, USA)
Copyright: 2024
Pages: 25
Source title: Using STEM-Focused Teacher Preparation Programs to Reimagine Elementary Education
Source Author(s)/Editor(s): Emily Cayton (Campbell University, USA), Miriam Sanders (Texas A&M University, USA)and John A. Williams (Texas A&M University, USA)
DOI: 10.4018/978-1-6684-5939-3.ch005

Keywords: Education / Information Science Reference / STEM Education / Teacher Education

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Abstract

North Carolina teachers provide an important learning foundation for students. As teacher candidates complete their education requirements and begin working in schools, they are faced with many challenges. This discussion focuses on beginning teachers (BTs), or teachers with less than three years of teaching experience. After leaving their educator preparation programs (EPPs), BTs are required to complete onboarding programs and professional development plans while simultaneously learning to manage their daily workloads, plan and assess lessons, and manage their classroom. This can feel overwhelming for many BTs and may contribute to an early exit from the teaching profession. According to the North Carolina Department of Public Instruction (NCDPI) BTs in the state are much more likely to leave the classroom as compared to teachers that are not BTs, with the attrition rates for BTs and non BTs reported as 12.71% and 6.80%, respectively (NCDPI, 2023).

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Supporting Beginning Teachers in STEM Content Areas Through Self-Directed Learning and Micro-Credentials

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