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Journal of Science Teacher Education

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13.01.2016 | Elementary Science Teacher Education

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

verfasst von: SueAnn I. Bottoms, Kathryn M. Ciechanowski, Brian Hartman

Erschienen in: Journal of Science Teacher Education | Ausgabe 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.

Vorheriger Artikel Unpacking the Complex Relationship Between Beliefs, Practice, and Change Related to Inquiry-Based Instruction of One Science Teacher

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Titel: Learning to Teach Elementary Science Through Iterative Cycles of Enactment in Culturally and Linguistically Diverse Contexts
verfasst von: SueAnn I. Bottoms
Kathryn M. Ciechanowski
Brian Hartman
Publikationsdatum: 13.01.2016
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 8/2015
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-016-9447-6

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