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Lead Editors: D. Morrison, B. Upadhyay, and A. J. Rodriguez.
This manuscript is part of the special issue Equity in Science Teacher Education: Toward an Expanded Definition, guest edited by Brian Fortney, Deb Morrison, Alberto J. Rodriguez, and Bhaskar Upadhyay.
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
This manuscript focuses on the experiences of a science teacher educator’s initial engagement in reconceptualization of the construct of equity in classrooms through the use of praxis. What might equity look like if conceptualized as a dynamic interaction between teacher and individual students? Utilizing a critically situated perspective, this work explores the evolution of mutual and reciprocal understanding between a white male teacher educator and one student. It then questions the outcomes produced by this exploration. This work provides an example of how separating equity into two components—equity as interactive, and equity as complex and dynamic, may help pre-service teachers (PSTs) and practicing teacher educators negotiate meaning through discussion on a long-term basis. By utilizing a concrete conceptualization of equity, and examples for discussion, findings can inform PSTs, teacher educators, and practicing teachers of a starting point for de/reconstructing personal conceptualizations of equity in classrooms.
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- Teaching with understanding while teaching for understanding
Brian S. Fortney
Erin D. Atwood
- Springer Netherlands
Cultural Studies of Science Education
Print ISSN: 1871-1502
Elektronische ISSN: 1871-1510
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