STEM Teachers’ Designs for Learning: Addressing the Social and Political Climate during COVID-19

Abstract

This study examined how seven math and science secondary teachers addressed social justice teaching during the COVID-19 pandemic and how their instructional practices mapped onto their pedagogical intentions. Guided by trauma-informed teaching practices and learner engagement conceptual frameworks, the authors argue STEM induction teachers need greater support to design instruction that enables students to apply knowledge to social justice issues. Participants’ understanding and enactment of social justice pedagogy varied, leading the authors to provide continued support to the cohort of teachers for their students to feel empowered to address, discuss, and apply the discipline knowledge in STEM to social justice issues.