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Journal of Science Teacher Education
Published in: Journal of Science Teacher Education 8/2015

13-01-2016 | Elementary Science Teacher Education

Learning to Teach Elementary Science Through Iterative Cycles of Enactment in Culturally and Linguistically Diverse Contexts

Authors: SueAnn I. Bottoms, Kathryn M. Ciechanowski, Brian Hartman

Published in: Journal of Science Teacher Education | Issue 8/2015

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Abstract

Iterative cycles of enactment embedded in culturally and linguistically diverse contexts provide rich opportunities for preservice teachers (PSTs) to enact core practices of science. This study is situated in the larger Families Involved in Sociocultural Teaching and Science, Technology, Engineering and Mathematics (FIESTAS) project, which weaves together cycles of enactment, core practices in science education and culturally relevant pedagogies. The theoretical foundation draws upon situated learning theory and communities of practice. Using video analysis by PSTs and course artifacts, the authors studied how the iterative process of these cycles guided PSTs development as teachers of elementary science. Findings demonstrate how PSTs were drawing on resources to inform practice, purposefully noticing their practice, renegotiating their roles in teaching, and reconsidering “professional blindness” through cultural practice.
previous article Unpacking the Complex Relationship Between Beliefs, Practice, and Change Related to Inquiry-Based Instruction of One Science Teacher

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Appendix
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Metadata
Title
Learning to Teach Elementary Science Through Iterative Cycles of Enactment in Culturally and Linguistically Diverse Contexts
Authors
SueAnn I. Bottoms
Kathryn M. Ciechanowski
Brian Hartman
Publication date
13-01-2016
Publisher
Springer Netherlands
Published in
Journal of Science Teacher Education / Issue 8/2015
Print ISSN: 1046-560X
Electronic ISSN: 1573-1847
DOI
https://doi.org/10.1007/s10972-016-9447-6