Background
The study was initiated as a response to the growing Science, Technology, Engineering, and Mathematics (STEM) experience in Egypt in terms of the growing number of schools, number of students admitted, and the effect of this experience on the overall education system in the country. Viewing teachers as the backbone of the STEM experience and teaching as a relational sociocultural practice (Biesta, G. & Stengel, B. ( 2016 ) AREA Handbook of research on teaching, 5th edition), this research explores the evolution of teachers’ STEM identity during their professional journey in the Egyptian STEM education reform initiative.

Aim
The purpose of this study is to explore the dynamic dialogical interaction between the different factors impacting the development/evolution of the STEM teachers’ identity. The study is guided by the following research questions:

How did Egyptian STEM teachers’ identity evolve over the course of the STEM experience in model STEM schools in Egypt?

How did the political and structural characteristics of the STEM schools and teachers developing STEM identities interact and co-evolve?

What do Egyptian STEM teachers identify as being important characteristics of STEM teachers

Methodology
A multiple holistic case study design was used to explore the research questions within the bounded context of an established Egyptian STEM school.

Methods
Data for this study were drawn from (1) semi-structured interviews conducted with seven teachers from an Egyptian STEM school and (2) document analysis of Ministry of Education decrees and the published reports of Education Consortium for the Advancement of STEM in Egypt.

Results
Using inductive and deductive data analysis, teachers were found to have undergone a deep transformative change process from a traditional teacher into teachers with a progressive mindset and student-centered classroom practices. The teachers developed strong conceptualizations of the STEM education, stressed the importance of collaboration, critical thinking, and motivation for teachers seeking to work in a STEM setting, and considered themselves moving towards established STEM teachers’ identity.

Conclusion
This study concluded that STEM teachers’ identity can be viewed as a dialogical, dynamic, and evolving process that results from the interaction of personal and professional traits within new educational experiences exemplified by the new and different experiences in their STEM schools.



中文翻译：

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转型时期埃及STEM学校STEM教师身份的演变：一个案例研究

背景
这项研究是对埃及不断增长的科学，技术，工程和数学（STEM）经验的回应，它涉及学校数量的增加，录取的学生人数的增加以及这种经验对整个教育系统的影响。在国内。将教师视为STEM经验的基础，并将教学视为一种相关的社会文化实践（Biesta，G.＆Stengel，B.（ 2016年 ）《地区教学研究手册》（第5版），该研究探讨了教师在埃及STEM教育改革倡议中的职业生涯中，STEM身份的演变。

目的
本研究的目的是探讨影响STEM教师身份发展/演变的不同因素之间的动态对话互动。该研究以以下研究问题为指导：

在埃及的STEM示范学校中，随着STEM经历的发展，埃及STEM老师的身份是如何演变的？

STEM学校和发展STEM身份的教师的政治和结构特征如何相互作用和共同发展？

埃及STEM老师认为什么是STEM老师的重要特征

方法论
在一个既定的埃及STEM学校的有限范围内，使用了一个多方面的案例研究设计来探索研究问题。

方法
本研究的数据来自（1）对来自埃及STEM学校的7名教师进行的半结构化访谈，以及（2）教育部法令的文件分析以及埃及ETEM促进教育联盟的已发表报告。

结果
通过归纳和演绎数据分析，发现教师经历了深刻的变革，从传统的教师转变为具有渐进式思维和以学生为中心的课堂实践的教师。老师们对STEM教育进行了强有力的概念化，强调了协作，批判性思维和激励对于寻求在STEM环境中工作的教师的重要性，并认为自己朝着既定的STEM教师身份迈进。

结论
这项研究得出结论，STEM教师的身份可以看作是一个对话，动态和不断发展的过程，其过程是新教育经验中个人和专业特质相互作用的结果，例如在他们的STEM学校中出现了不同的经验。