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This chapter explores how microcredential-based professional learning (PL) programs empower rural Appalachian STEM educators through personalized, competency-based development. Using a mixed-methods case study grounded in critical constructivism (Kincheloe, 2005, Critical constructivism primer, Peter Lang, 2005, Knowledge and critical pedagogy: An introduction, Springer Netherlands, 2008), the research examines the impact of microcredentials (MCs) on teacher agency, autonomy, and instructional practices. Qualitative teacher reflections and quantitative data, including completion rates and feedback, reveal how MCs enhance STEM instruction, student engagement, and educator self-efficacy. The chapter also identifies systemic barriers—such as time constraints and funding challenges—that hinder MC adoption, while offering strategies for developing equitable, scalable, and sustainable MC programs. By promoting self-directed learning (SDL), MCs allow educators to tailor their professional growth to classroom needs, addressing common PD limitations. The chapter concludes with practical recommendations and policy implications for integrating MCs into future PL systems, particularly in rural and under-resourced areas.

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Empowering Rural STEM Educators: Microcredentials as Pathways to Personalized, Equitable Professional Learning

  • 章节

  • 发表日期：

    2026年

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  • Erin K. West,
  • M. Gail Jones,
  • Rachel Shepherd,
  • Rachel Nelson,
  • Madeline Stallard

摘要

This chapter explores how microcredential-based professional learning (PL) programs empower rural Appalachian STEM educators through personalized, competency-based development. Using a mixed-methods case study grounded in critical constructivism (Kincheloe, 2005, Critical constructivism primer, Peter Lang, 2005, Knowledge and critical pedagogy: An introduction, Springer Netherlands, 2008), the research examines the impact of microcredentials (MCs) on teacher agency, autonomy, and instructional practices. Qualitative teacher reflections and quantitative data, including completion rates and feedback, reveal how MCs enhance STEM instruction, student engagement, and educator self-efficacy. The chapter also identifies systemic barriers—such as time constraints and funding challenges—that hinder MC adoption, while offering strategies for developing equitable, scalable, and sustainable MC programs. By promoting self-directed learning (SDL), MCs allow educators to tailor their professional growth to classroom needs, addressing common PD limitations. The chapter concludes with practical recommendations and policy implications for integrating MCs into future PL systems, particularly in rural and under-resourced areas.