Pub Date : 2023-09-29DOI: 10.1080/1046560x.2023.2262841
Ernest Nkosingiphile Mazibe
ABSTRACTTeaching practice internships provide opportunities for pre-service teachers (PSTs) to enact their knowledge in real classroom settings. This paper investigated PSTs’ pedagogical content knowledge (PCK) about electrostatics, its translation into practice and factors that affect the translation. The refined consensus model (RCM) of PCK served as theoretical framework. Guided by the RCM, two manifestations of enacted PCK (ePCK) focusing on lesson planning (ePCKP) and teaching (ePCKT) were investigated. Data reflecting ePCKP was collected using content representations (CoRe) tools and lesson planning forms. Data reflecting the ePCKT was explored using classroom observations. The components of the grand PCK rubric served as the analytical framework. These are teacher knowledge and skills related to (i) curricular saliency, (ii) learners’ understanding of concepts, and (iii) conceptual teaching strategies including representations. These components were used to analyze the manifestations of ePCK before they were compared. Components that revealed variations between ePCKP and ePCKT were used to formulate interview questions to elicit the pedagogical factors that affected the translation of the PCK into practice. The results revealed multiple instances where there were misalignments between ePCKP and ePCKT. The misalignments were ascribed to the following pedagogical factors: interactions with learners, the involvement of mentor teachers, reflections, management of time for teaching concepts, and teacher efficacy. The results have implications for PST education and mentorship during teaching practice internships.KEYWORDS: Electrostaticsknowledge and practicepedagogical content knowledgepedagogical factorspre-service teacher education Disclosure statementNo potential conflict of interest was reported by the author(s).Ethical statementThis research was approved by the ethics committee of the University of Pretoria and the Gauteng department of education. Reference number: SM 18/04/01.Additional informationFundingThis work was funded by the National Research Foundation (NRF) of South Africa, Grant number [TTK180411319423].
{"title":"Pedagogical Factors Affecting the Translation of Pedagogical Content Knowledge About Electrostatics into Practice","authors":"Ernest Nkosingiphile Mazibe","doi":"10.1080/1046560x.2023.2262841","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2262841","url":null,"abstract":"ABSTRACTTeaching practice internships provide opportunities for pre-service teachers (PSTs) to enact their knowledge in real classroom settings. This paper investigated PSTs’ pedagogical content knowledge (PCK) about electrostatics, its translation into practice and factors that affect the translation. The refined consensus model (RCM) of PCK served as theoretical framework. Guided by the RCM, two manifestations of enacted PCK (ePCK) focusing on lesson planning (ePCKP) and teaching (ePCKT) were investigated. Data reflecting ePCKP was collected using content representations (CoRe) tools and lesson planning forms. Data reflecting the ePCKT was explored using classroom observations. The components of the grand PCK rubric served as the analytical framework. These are teacher knowledge and skills related to (i) curricular saliency, (ii) learners’ understanding of concepts, and (iii) conceptual teaching strategies including representations. These components were used to analyze the manifestations of ePCK before they were compared. Components that revealed variations between ePCKP and ePCKT were used to formulate interview questions to elicit the pedagogical factors that affected the translation of the PCK into practice. The results revealed multiple instances where there were misalignments between ePCKP and ePCKT. The misalignments were ascribed to the following pedagogical factors: interactions with learners, the involvement of mentor teachers, reflections, management of time for teaching concepts, and teacher efficacy. The results have implications for PST education and mentorship during teaching practice internships.KEYWORDS: Electrostaticsknowledge and practicepedagogical content knowledgepedagogical factorspre-service teacher education Disclosure statementNo potential conflict of interest was reported by the author(s).Ethical statementThis research was approved by the ethics committee of the University of Pretoria and the Gauteng department of education. Reference number: SM 18/04/01.Additional informationFundingThis work was funded by the National Research Foundation (NRF) of South Africa, Grant number [TTK180411319423].","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135193746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-07DOI: 10.1080/1046560x.2023.2246777
Carla M. Firetto, Emily Starrett, Michelle E. Jordan
{"title":"Using Small-Group Discussion to Foster In-Service Teachers’ Comprehension and Instruction of Sustainable Energy Transitions through PV Science","authors":"Carla M. Firetto, Emily Starrett, Michelle E. Jordan","doi":"10.1080/1046560x.2023.2246777","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2246777","url":null,"abstract":"","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48646835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-16DOI: 10.1080/1046560x.2023.2236377
Maria Carme Peguera-Carré, David Aguilar Camaño, Manel Ibáñez Plana, Jordi L. Coiduras Rodríguez
{"title":"The Effect of Video Analysis of Inquiry School Practices on Pre-Service Teachers’ Scientific Skills Knowledge","authors":"Maria Carme Peguera-Carré, David Aguilar Camaño, Manel Ibáñez Plana, Jordi L. Coiduras Rodríguez","doi":"10.1080/1046560x.2023.2236377","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2236377","url":null,"abstract":"","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43840698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-10DOI: 10.1080/1046560X.2023.2220174
Stephany RunningHawk Johnson, M. Cheng, Mageswary Karpudewan, T. Campbell, Wayne Melville, G. Verma, Byung-Yeol Park
College of Education, Washington State University, Pullman, Washington, USA; The University of Waikato WAND Network Research Group, Hamilton, New Zealand; School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia; Department of Curriculum & Instruction, University of Connecticut, Storrs, Connecticut, USA; Department of Education, Lakehead University, Thunder Bay, Ontario, Canada; CU Denver School of Education & Human Development, University of Colorado Denver, Denver, Colorado, USA
{"title":"Onto-Epistemological Realities and Assumptions Beyond Western Science","authors":"Stephany RunningHawk Johnson, M. Cheng, Mageswary Karpudewan, T. Campbell, Wayne Melville, G. Verma, Byung-Yeol Park","doi":"10.1080/1046560X.2023.2220174","DOIUrl":"https://doi.org/10.1080/1046560X.2023.2220174","url":null,"abstract":"College of Education, Washington State University, Pullman, Washington, USA; The University of Waikato WAND Network Research Group, Hamilton, New Zealand; School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia; Department of Curriculum & Instruction, University of Connecticut, Storrs, Connecticut, USA; Department of Education, Lakehead University, Thunder Bay, Ontario, Canada; CU Denver School of Education & Human Development, University of Colorado Denver, Denver, Colorado, USA","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"583 - 592"},"PeriodicalIF":1.9,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42605849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.1080/1046560x.2023.2242665
E. Peters-Burton, H. Tran, Brittany Miller
{"title":"Design-Based Research as Professional Development: Outcomes of Teacher Participation in the Development of the Science Practices Innovation Notebook (SPIN)","authors":"E. Peters-Burton, H. Tran, Brittany Miller","doi":"10.1080/1046560x.2023.2242665","DOIUrl":"https://doi.org/10.1080/1046560x.2023.2242665","url":null,"abstract":"","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48262005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/1046560X.2023.2214451
Sophia Jeong, David Steele, Bhaskar Upadhyay
We live geographically in one world, but politically in multiple worlds where we are facing “wicked problems” (Rittel & Webber, 1973), not only as a country but also as a global community. Butler (2022a) in her most recent book, What World Is This?, speaks of pandemic worlds during which the rage of persons demanded the right to subvert health mandates, oppressed more vulnerable populations by the conviction of their right to spread suffering and deaths unto others, and re-inscribed xenophobia toward the “other,” where an unwelcome entity such as the virus is said to have come from a foreign place to threaten “our” very existence. As such, the pandemic created social, political, and ecological conditions that continued to brew a fear of foreign entities and perpetuate social, economic, and environmental inequalities. We see these fears manifested across different geo-political contexts, such as Russia’s unprovoked war against Ukraine for resources (Masters, 2023), or the unchecked clearing of vast areas of rainforest in Brazil for new farmlands (Project MapBiomas, 2022; Silvério et al., 2015). All the while, we see these prevailing conditions increase the mistrust and misinformation of science and its practices, emboldening the actions of anti-vaxxers and anti-climate changers; exacerbating environmental degradation that leads to the loss of biodiversity; and increasing poverty, health disparities, and global inequalities that continue to disproportionately impact marginalized and oppressed populations. These issues could ultimately endanger democracy and democratic ideals on which science and its practices are founded. We see science as a tool to disrupt social and legal violence on women, sexual minorities (Butler, 2022b), and Indigenous groups. The missing link in many science education contexts is what kind of relationships we seek to build with the biodiversity of the world. How do we prepare our science teachers and science teacher educators to stretch the ideas of science to reframe their worldview; reenvisioning “unlivable conditions of poverty, incarceration, or destitution or social and sexual violence, including homophobic, transphobic, racist violence, and violence against women” (Butler, 2022b, p. 18) as predominant concerns of classroom science. We believe in a transformative science education that puts more onus on teachers and curriculum to engage students in critically examining why they possess an agency “[t]o make a demand for a livable life is to demand that a life has the power to live” (Butler, 2022b, p. 18). We wonder how do we, as science teachers and science teacher educators, recognize the agency that all living beings inherently possess. Therefore, we assert that all aspects of doing
{"title":"Transforming Communities: Re-Imagining the Possibilities Through Equitable Science Teaching","authors":"Sophia Jeong, David Steele, Bhaskar Upadhyay","doi":"10.1080/1046560X.2023.2214451","DOIUrl":"https://doi.org/10.1080/1046560X.2023.2214451","url":null,"abstract":"We live geographically in one world, but politically in multiple worlds where we are facing “wicked problems” (Rittel & Webber, 1973), not only as a country but also as a global community. Butler (2022a) in her most recent book, What World Is This?, speaks of pandemic worlds during which the rage of persons demanded the right to subvert health mandates, oppressed more vulnerable populations by the conviction of their right to spread suffering and deaths unto others, and re-inscribed xenophobia toward the “other,” where an unwelcome entity such as the virus is said to have come from a foreign place to threaten “our” very existence. As such, the pandemic created social, political, and ecological conditions that continued to brew a fear of foreign entities and perpetuate social, economic, and environmental inequalities. We see these fears manifested across different geo-political contexts, such as Russia’s unprovoked war against Ukraine for resources (Masters, 2023), or the unchecked clearing of vast areas of rainforest in Brazil for new farmlands (Project MapBiomas, 2022; Silvério et al., 2015). All the while, we see these prevailing conditions increase the mistrust and misinformation of science and its practices, emboldening the actions of anti-vaxxers and anti-climate changers; exacerbating environmental degradation that leads to the loss of biodiversity; and increasing poverty, health disparities, and global inequalities that continue to disproportionately impact marginalized and oppressed populations. These issues could ultimately endanger democracy and democratic ideals on which science and its practices are founded. We see science as a tool to disrupt social and legal violence on women, sexual minorities (Butler, 2022b), and Indigenous groups. The missing link in many science education contexts is what kind of relationships we seek to build with the biodiversity of the world. How do we prepare our science teachers and science teacher educators to stretch the ideas of science to reframe their worldview; reenvisioning “unlivable conditions of poverty, incarceration, or destitution or social and sexual violence, including homophobic, transphobic, racist violence, and violence against women” (Butler, 2022b, p. 18) as predominant concerns of classroom science. We believe in a transformative science education that puts more onus on teachers and curriculum to engage students in critically examining why they possess an agency “[t]o make a demand for a livable life is to demand that a life has the power to live” (Butler, 2022b, p. 18). We wonder how do we, as science teachers and science teacher educators, recognize the agency that all living beings inherently possess. Therefore, we assert that all aspects of doing","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"437 - 442"},"PeriodicalIF":1.9,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41639411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/1046560X.2023.2206692
Sophia Jeong, David Steele
ABSTRACT The purpose of this study is to describe the conditions under which diffracting noticing becomes both a process and product in dynamic relations to re-imagine preservice science teachers’ becoming as ethical mattering, a concept rooted in a relational ontology of change and emergence. Drawing on theories of posthumanism, this study theorized pre-service teachers’ becomings as ethical mattering which pays attention to two events: 1) the differences produced when participants engage in diffracting noticing by placing themselves in the middle of where they are in their becomings, and 2) the effects or a material mark on bodies, things, and other actants left by these differences. During these events, intra-action and entanglement with other actors produced differences and juxtapositions about how they understood and enacted equitable science teaching. Preservice teachers began to re-imagine what they would do differently to enact more equitable and inclusive teaching practices. Preservice teachers who participated in diffracting noticing could “see” their teaching practices in relation to and entangled with others, and therefore became differently and ethically mattered. In doing so, teachers rendered themselves and each other response-able and accountable for the knowledge that was collectively co-constructed about equitable teaching. The notion of becoming as ethical mattering illustrated in this study contributes to a new thought and re-imagines the traditional notion of change-in-practice, as preservice teachers could not be the same person as they were prior to intra-acting and thus seeing-becoming differently.
{"title":"Re-Imagining Preservice Science Teachers’ Becoming as Ethical Mattering: Diffracting Noticing in an Elementary Science Methods Course","authors":"Sophia Jeong, David Steele","doi":"10.1080/1046560X.2023.2206692","DOIUrl":"https://doi.org/10.1080/1046560X.2023.2206692","url":null,"abstract":"ABSTRACT The purpose of this study is to describe the conditions under which diffracting noticing becomes both a process and product in dynamic relations to re-imagine preservice science teachers’ becoming as ethical mattering, a concept rooted in a relational ontology of change and emergence. Drawing on theories of posthumanism, this study theorized pre-service teachers’ becomings as ethical mattering which pays attention to two events: 1) the differences produced when participants engage in diffracting noticing by placing themselves in the middle of where they are in their becomings, and 2) the effects or a material mark on bodies, things, and other actants left by these differences. During these events, intra-action and entanglement with other actors produced differences and juxtapositions about how they understood and enacted equitable science teaching. Preservice teachers began to re-imagine what they would do differently to enact more equitable and inclusive teaching practices. Preservice teachers who participated in diffracting noticing could “see” their teaching practices in relation to and entangled with others, and therefore became differently and ethically mattered. In doing so, teachers rendered themselves and each other response-able and accountable for the knowledge that was collectively co-constructed about equitable teaching. The notion of becoming as ethical mattering illustrated in this study contributes to a new thought and re-imagines the traditional notion of change-in-practice, as preservice teachers could not be the same person as they were prior to intra-acting and thus seeing-becoming differently.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"458 - 477"},"PeriodicalIF":1.9,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41626922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/1046560X.2023.2206693
K. Koirala
ABSTRACT This study focuses on teaching and learning science in three secondary public school classrooms with mostly culturally marginalized students from Gurung and Magar communities in a semirural district in Nepal. The study aims to understand how three science teachers in different schools engage students in culturally relevant transformative science learning. I use a constructivist case study design. Data were collected through 18 classroom observations, three interviews with science teachers, and a student focus group interview. Analysis of the data showed that culturally marginalized students are experts in the cultural knowledge they bring into the classroom, science teachers felt ambivalence between culturally relevant science and success in tests, and science teachers showed a need for greater pedagogical skills in cultural relevancy. The study suggests a need for focused and intentional culturally relevant courses in science teacher education programs and professional development. Educating teachers for more transformative and relational science teaching will support embedding cultural knowledge and values in classroom teaching and curriculum.
{"title":"Science Teaching in Culturally Diverse Classrooms: Application of Sociocultural Knowledge at a School System in Nepal","authors":"K. Koirala","doi":"10.1080/1046560X.2023.2206693","DOIUrl":"https://doi.org/10.1080/1046560X.2023.2206693","url":null,"abstract":"ABSTRACT This study focuses on teaching and learning science in three secondary public school classrooms with mostly culturally marginalized students from Gurung and Magar communities in a semirural district in Nepal. The study aims to understand how three science teachers in different schools engage students in culturally relevant transformative science learning. I use a constructivist case study design. Data were collected through 18 classroom observations, three interviews with science teachers, and a student focus group interview. Analysis of the data showed that culturally marginalized students are experts in the cultural knowledge they bring into the classroom, science teachers felt ambivalence between culturally relevant science and success in tests, and science teachers showed a need for greater pedagogical skills in cultural relevancy. The study suggests a need for focused and intentional culturally relevant courses in science teacher education programs and professional development. Educating teachers for more transformative and relational science teaching will support embedding cultural knowledge and values in classroom teaching and curriculum.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"544 - 562"},"PeriodicalIF":1.9,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48552834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/1046560X.2023.2207846
Bhaskar Upadhyay, M. Aleixo
ABSTRACT In this paper, the authors explore how teachers and community members in Nepal come together to transform students’ science teaching and science learning experiences. The community members, primarily parents of the students, took the opportunity to drive the kinds of science topics and the nature of science activities the teachers needed to teach in their children’s science classrooms. This paper qualitatively documents the interactions between the teachers and the community members, the teachers’ decisions regarding their science lessons, and the nature of critical consciousness discourses in teachers’ built-in classroom interactions with students. The data were collected over 8 weeks through classroom observations, interviews, and student artifacts. The analysis showed that community-initiated partnership with science teachers builds science teaching that values critical community well-being and that the teachers have the agency to provide spaces for learning focused on critical consciousness. The paper uses transformative learning theory, liberation social psychology, and deliberative democracy as the guiding theoretical perspectives to understand transformative science teaching through teacher–community partnership.
{"title":"Community-Initiated Science for Transformative Teaching","authors":"Bhaskar Upadhyay, M. Aleixo","doi":"10.1080/1046560X.2023.2207846","DOIUrl":"https://doi.org/10.1080/1046560X.2023.2207846","url":null,"abstract":"ABSTRACT In this paper, the authors explore how teachers and community members in Nepal come together to transform students’ science teaching and science learning experiences. The community members, primarily parents of the students, took the opportunity to drive the kinds of science topics and the nature of science activities the teachers needed to teach in their children’s science classrooms. This paper qualitatively documents the interactions between the teachers and the community members, the teachers’ decisions regarding their science lessons, and the nature of critical consciousness discourses in teachers’ built-in classroom interactions with students. The data were collected over 8 weeks through classroom observations, interviews, and student artifacts. The analysis showed that community-initiated partnership with science teachers builds science teaching that values critical community well-being and that the teachers have the agency to provide spaces for learning focused on critical consciousness. The paper uses transformative learning theory, liberation social psychology, and deliberative democracy as the guiding theoretical perspectives to understand transformative science teaching through teacher–community partnership.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"443 - 457"},"PeriodicalIF":1.9,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43275198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1080/1046560X.2023.2169304
Stefanie L. Marshall
ABSTRACT This study examines how storytelling can guide the critical reflexivity of secondary science teachers engaged in a professional learning community. Traditionally, storytelling has been used in Black communities to “teach the people to know themselves.” The author engages in racial storytelling to remember, envision and consider what could have been, to imagine new possibilities. Through narrative case study analysis, the author examines two science educators' past, present, and futures through their narratives. The author asserts that critical consciousness is necessary for teachers as they aspire to support the needs of diverse learners.
{"title":"In Pieces: An Approach to Critical Reflexivity with Science Teachers through Storytelling and in Community","authors":"Stefanie L. Marshall","doi":"10.1080/1046560X.2023.2169304","DOIUrl":"https://doi.org/10.1080/1046560X.2023.2169304","url":null,"abstract":"ABSTRACT This study examines how storytelling can guide the critical reflexivity of secondary science teachers engaged in a professional learning community. Traditionally, storytelling has been used in Black communities to “teach the people to know themselves.” The author engages in racial storytelling to remember, envision and consider what could have been, to imagine new possibilities. Through narrative case study analysis, the author examines two science educators' past, present, and futures through their narratives. The author asserts that critical consciousness is necessary for teachers as they aspire to support the needs of diverse learners.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"34 1","pages":"563 - 581"},"PeriodicalIF":1.9,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49643813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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