Emancipating STEM Education through Abolitionist Teaching: A Research-Practice Partnership to Support Virtual Microteaching Experiences

Autor/inn/en	Louis, Vanessa N.; King, Natalie S.
Titel	Emancipating STEM Education through Abolitionist Teaching: A Research-Practice Partnership to Support Virtual Microteaching Experiences
Quelle	In: Journal of Science Teacher Education, 33 (2022) 2, S.206-226 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Louis, Vanessa N.) ORCID (King, Natalie S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2021.2012957
Schlagwörter	STEM Education; Teaching Methods; Research and Development; Theory Practice Relationship; Microteaching; Technology Uses in Education; Student Experience; Racial Discrimination; Preservice Teachers; Secondary School Science; Social Justice; Cultural Capital + Suchen Sie Ihr Suchwort? STEM; Teaching method; Lehrmethode; Unterrichtsmethode; Forschung und Entwicklung; Theorie-Praxis-Beziehung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Studienerfahrung; Racial bias; Rassismus; Soziale Gerechtigkeit
Abstract	In this paper, we share an approach to address systemic racism by highlighting a research-practice partnership [RPP] effort between a university and STEM program (I AM STEM) to understand the extent to which centering abolitionist teaching and emancipatory practices in a science methods course supported teacher candidates' virtual microteaching experiences. This study's conceptual framework put research-practice partnership in conversation with abolitionist teaching (Love, 2019) and community cultural wealth to explore access to STEM teaching and learning. We highlight the experiences of four secondary science teacher candidates through an embedded single case study. Data sources included observation field notes, microteaching reflections, semi-structured individual interviews, and lesson plans, which were analyzed using constructivist grounded theory approaches. Findings revealed that the teacher candidates embraced the concept of abolitionist teaching to inform their microteaching experiences by leveraging social justice standards and emancipatory pedagogies. The participants developed science lessons that honored students' cultural capital through critical readings, discussions, and reflections. Furthermore, the RPP between I AM STEM and the partnering university provided supports to contextualize and humanize science learning for Black and Brown children in online learning spaces. To expose and dismantle racism in science education, we must reimagine our science teacher preparation programs and courses. Thus, emancipating STEM education means engaging in the struggle toward humanity and collective healing. Abolitionist teaching within the context of science education does not require another reform effort. To disrupt systemic oppression, we must demand restorative justice and engage in direct transformative action. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01