试论初级科学教师的社会正义取向:“教意味着什么?”

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Science Teacher Education Pub Date : 2023-10-31 DOI:10.1080/1046560x.2023.2272071
Lisa M. Marco-Bujosa, Katherine L. McNeill, Audrey A. Friedman
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引用次数: 0

摘要

摘要:在这个探索性质的案例研究中,我们试图更好地了解初任教师(学者)对公正科学教学的看法。数据是从同一中学教师教育项目的参与者中收集的,该项目的首要任务是社会正义。这项研究跨越了两个学年,包括一年的教育硕士课程和第一年的教学。数据来源包括定期的半结构化个人访谈、教案和书面反思。研究结果按时间顺序呈现,表明:1)学者们以自己的身份作为构建正义取向实践的起点;(2)学者在科学教育中对社会正义的认识因其初始教学目标的不同而不同;3)作为第一年的教师,学者们努力在课堂上实现他们的正义导向目标,这增强了他们的社会政治意识。本研究的意义在于关注未来教师的科学认识论,促进对科学和科学教育的批判,以及意识到他们为科学教学带来的身份同步性,以实现正义导向的科学教育的变革目标。关键词:科学教学社会公正教师教育科学认识论披露声明作者未报告潜在的利益冲突。本文由美国国家科学基金会资助。
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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.
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来源期刊
Journal of Science Teacher Education
Journal of Science Teacher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.90
自引率
10.50%
发文量
41
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.
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