Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6468
Title: Supporting Novice Teachers’ Learning to Enact a Social Justice Framework of Science Teaching
Authors: Kawasaki, Jarod
Clark, Heather
Francois, Annamarie
Keywords: Teaching and Teacher Learning
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Kawasaki, J., Clark, H., & Francois, A. (2020). Supporting Novice Teachers’ Learning to Enact a Social Justice Framework of Science Teaching. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 1887-1894). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: We report on eight novice science teachers’ efforts to enact a social justice framework of science teaching developed locally by university teacher education faculty. Enacting rigorous and equitable science teaching within urban schools serving low income families of color can be difficult for novice teachers. Our perspective on social justice science teaching relies on centering students’ lives, histories, and experiences where teachers use a subset of instructional practices that support students’ learning and participation in rigorous science instruction and create equitable access to science content for all students. We analyzed classroom observation ratings and video recordings of classroom teaching in order to understand novice teachers’ development as social justice science educators. We found evidence that teachers improved over time in their efforts to use specific instructional strategies to enact social justice science teaching. In addition, there remain a few learning challenges, especially around centering students’ lived experiences, histories, and assets.
URI: https://doi.dx.org/10.22318/icls2020.1887
https://repository.isls.org//handle/1/6468
Appears in Collections:ICLS 2020

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