Lisa M. Marco-Bujosa, Katherine L. McNeill, Audrey A. Friedman
{"title":"试论初级科学教师的社会正义取向:“教意味着什么?”","authors":"Lisa M. Marco-Bujosa, Katherine L. McNeill, Audrey A. Friedman","doi":"10.1080/1046560x.2023.2272071","DOIUrl":null,"url":null,"abstract":"ABSTRACTIn this exploratory qualitative case study, we sought to develop a better understanding of beginning teachers’ (Scholars) ideas about justice-oriented science teaching. Data were collected from participants from the same secondary teacher education program with an overarching mission of social justice. The study spanned two academic years, including a one-year Master of Education program and the first year of teaching. Data sources included periodic semi-structured individual interviews, lesson plans, and written reflections. Findings are presented as chronological themes indicating: 1) Scholars used their own identities as a starting point for constructing their justice-oriented practice; 2) Scholars’ learning about social justice in science education varied based upon their initial teaching goals; and 3) as first-year teachers, Scholars struggled to enact their justice-oriented goals within the classroom, which enhanced their sociopolitical awareness. The implications of this study point to attending to prospective teachers’ science epistemologies and promoting critique of science and science education, as well as awareness of the simultaneity of identities they bring to the teaching of science to achieve the transformative goals of justice-oriented science education.KEYWORDS: Science teachingsocial justiceteacher educationscience epistemology Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis article was funded by the National Science Foundation.","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"121 11","pages":"0"},"PeriodicalIF":2.1000,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"An Exploration of Beginning Science Teacher Orientations Toward Social Justice: “What Does It Mean to Teach?”\",\"authors\":\"Lisa M. Marco-Bujosa, Katherine L. McNeill, Audrey A. Friedman\",\"doi\":\"10.1080/1046560x.2023.2272071\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACTIn this exploratory qualitative case study, we sought to develop a better understanding of beginning teachers’ (Scholars) ideas about justice-oriented science teaching. Data were collected from participants from the same secondary teacher education program with an overarching mission of social justice. The study spanned two academic years, including a one-year Master of Education program and the first year of teaching. Data sources included periodic semi-structured individual interviews, lesson plans, and written reflections. Findings are presented as chronological themes indicating: 1) Scholars used their own identities as a starting point for constructing their justice-oriented practice; 2) Scholars’ learning about social justice in science education varied based upon their initial teaching goals; and 3) as first-year teachers, Scholars struggled to enact their justice-oriented goals within the classroom, which enhanced their sociopolitical awareness. 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An Exploration of Beginning Science Teacher Orientations Toward Social Justice: “What Does It Mean to Teach?”
ABSTRACTIn this exploratory qualitative case study, we sought to develop a better understanding of beginning teachers’ (Scholars) ideas about justice-oriented science teaching. Data were collected from participants from the same secondary teacher education program with an overarching mission of social justice. The study spanned two academic years, including a one-year Master of Education program and the first year of teaching. Data sources included periodic semi-structured individual interviews, lesson plans, and written reflections. Findings are presented as chronological themes indicating: 1) Scholars used their own identities as a starting point for constructing their justice-oriented practice; 2) Scholars’ learning about social justice in science education varied based upon their initial teaching goals; and 3) as first-year teachers, Scholars struggled to enact their justice-oriented goals within the classroom, which enhanced their sociopolitical awareness. The implications of this study point to attending to prospective teachers’ science epistemologies and promoting critique of science and science education, as well as awareness of the simultaneity of identities they bring to the teaching of science to achieve the transformative goals of justice-oriented science education.KEYWORDS: Science teachingsocial justiceteacher educationscience epistemology Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis article was funded by the National Science Foundation.
期刊介绍:
Journal of Science Teacher Education (JSTE) is the flagship journal of the Association for Science Teacher Education. It serves as a forum for disseminating high quality research and theoretical position papers concerning preservice and inservice education of science teachers. The Journal features pragmatic articles that offer ways to improve classroom teaching and learning, professional development, and teacher recruitment and retention at pre K-16 levels.