We present a case study that examined the role of teacher belief change and agency development through enactment of an innovative student-centered STEM program in three public urban secondary schools. In the program, 9th grade STEM classrooms were restructured to incorporate daily small group instruction facilitated by 10th grade near-peers. We found that teachers who had successfully persisted in the program for several years attributed changes in their professional practices, principles, and norms to their experiences with students. Teacher agency developed as teachers reflected on reform-based experiences for planning, and as they further conceptualized their own authority to distribute it among their students. All teachers exhibited qualities of deep change, exerted agency in their own classrooms, and perceived they had school-level cultural resources to spread agentic actions beyond their classrooms, but not all teachers felt agentic in relationship to social structures in their schools. Through our findings, we identify perceptions about the student experience as a salient source of information that motivates teacher belief change. We further show how cultural and social-structural resources afford or hinder teachers from sustaining and scaling a relatively mature program.

中文翻译：

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教师信念和能动性发展带来规模变化

我们提出了一个案例研究，通过在三所公立城市中学实施以学生为中心的创新 STEM 计划，研究了教师信念变化和机构发展的作用。在该计划中，9 年级 STEM 教室进行了重组，以纳入由 10 年级近邻促进的日常小组教学。我们发现，成功坚持该计划多年的教师将其专业实践、原则和规范的变化归因于他们与学生的经历。教师能动性随着教师反思基于改革的规划经验而发展，并且随着他们进一步概念化自己的权力，将其分配给学生。所有教师都表现出深刻变革的品质，在自己的课堂上发挥作用，并认为他们拥有学校层面的文化资源，可以在课堂之外传播代理行为，但并非所有教师都对学校社会结构的关系感到代理。通过我们的发现，我们将学生体验的看法确定为激发教师信念改变的重要信息来源。我们进一步展示了文化和社会结构资源如何支持或阻碍教师维持和扩展一个相对成熟的项目。