Developing Teacher Identity Through the Design and Implementation of an Urban Ag+STEM Pathway
DOI:
https://doi.org/10.5032/jae.v67i3.3318Keywords:
Teacher Identity, Narrative Inquiry, STEM IntegrationAbstract
This narrative inquiry explores the journey of an urban agriculture teacher and how his experiences informed his professional identity while developing an Ag+STEM career pathway in a STEM-focused urban high school. Drawing on two semi-structured interviews, we tell Dylan’s story– how he cultivated his identity as a School-Based Agricultural Education (SBAE) teacher by focusing on: (1) why he chose to integrate agriculture and STEM, and (2) how he navigated the intersections of his Ag+STEM vision, the challenges he faced, and the instructional strategies he implemented in his classroom. Dylan’s story serves as a microcosm of the experiences of many SBAE teachers striving to establish STEM-focused agricultural programs in urban high schools. His journey offers valuable insights into the development of professional identity as an urban agriculture teacher and the advancement of agriculture and STEM education in urban high schools.
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