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—Preservice STEM Teacher To teach is to be occasionally surprised, baffled, and frustrated by our students, our administrators, and even by our own teaching. How do we prepare new STEM teachers to respond with compassion and self-reflection to these experiences? We have found that autoethnography, a process of self-inquiry that reveals our often-hidden beliefs and […]

Mercer University’s College of Education offers endorsement programs for in-service teachers including a STEM endorsement program consisting of three courses. Program standards are aligned with the Georgia Professional Standards Commission, and the learning opportunities designed to help meet these standards are significant. We can work with a range of in-service teachers from rural, urban, and […]

If you think of the Noyce program, the first name that likely comes to mind is Kathleen Bergin. As a program director, Dr. Bergin had been a steadfast champion of the program in her decades serving the National Science Foundation. For Bergin, “teaching is the noblest profession,” and her passion for supporting preservice and in-service […]

“To really know a place is to understand how environment, culture, and politics have worked to shape it, and to appreciate that any particular place may have diverse and competing meaning for different groups or individuals.” (Greenwood, 2013, p. 94) Adopting a critical and cultural equity perspective challenges science teachers to examine issues of access, […]

The decision to remain a science or math teacher, or to continue teaching within a particular school, is closely related to sense of identity (Ware & Kitsantas, 2007). The development of strong professional identities may be able to help teachers navigate through challenging experiences, thereby supporting commitment to the profession (Brown & McNamara, 2011; Proweller […]