Addressing student engagement during COVID-19: Secondary STEM teachers attend to the affective dimension of learner needs

Abstract

This case study examines how a cohort of eleven induction secondary STEM teachers engaged learners during the onset of COVID-19 and their designs for student engagement given an online or blended teaching context in fall 2020. Participants attended a summer professional development workshop guided by trauma-informed teaching practices and learner engagement conceptual frameworks. Through the analysis of teacher artifacts and interviews, we identified dimensions of student engagement that teachers prioritized. Results indicate a marked increase in teachers’ attention to affective and social dimensions of learner engagement. We argue that teacher awareness and action in the affective domain of student engagement is critical during times of trauma.

Keywords:

• Instructional technology
• math education
• science education
• student engagement
• learner engagement
• COVID-19
• STEM
• induction teachers
• professional development
• remote teaching
• online learning
• distance education
• pandemic

Conflict of interest

We have no known conflict of interest to disclose.

Notes on contributors

T. A. Roman, PhD, is an Assistant Professor of Instructional Technology at Kennesaw State University in the School of Instructional Technology and Innovation. Her recent scholarship includes a focus on trauma-informed teaching practices, student engagement, and K-12 STEM education. Additionally, her research interests encompass the design and development of learning technologies, active learning classrooms, and design education, broadly conceived.

L. Brantley-Dias, PhD, is a Professor of Instructional Technology in the Department of Instructional Technology at Kennesaw State University. Her current scholarship and teaching focuses on helping teachers integrate technology, design instruction for meaningful learning, and use technology to facilitate teachers’ reflection, professional growth, and development. Outside of the classroom, she enjoys facilitating professional learning opportunities for in-service teachers with a focus on STEM education.

M. Dias, PhD, is a Professor of Biology Education at Kennesaw State University, where he conducts science teacher education in coteaching roles with secondary science teachers. Michael’s research on science teacher mentoring and inquiry learning inform his efforts to facilitate experiential science teacher education that narrows the practice-theory gap. Current scholarship deals with science teacher reflection and literacy support for discourse in biology education.

B. P. Edwards, PhD, is a Professor of Mathematics Education at Kennesaw State University, where she conducts mathematics teacher education research in equitable methods of teaching mathematics in secondary classrooms. Related research includes developing bi-directional university-school partnerships that enable Preservice Mathematics Teachers to develop practice-based knowledge for teaching during early field experiences.