Literaturnachweis - Detailanzeige
Autor/in | Mensah, Felicia Moore |
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Titel | A Case for Culturally Relevant Teaching in Science Education and Lessons Learned for Teacher Education |
Quelle | In: Journal of Negro Education, 80 (2011) 3, S.296-309 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-2984 |
Schlagwörter | Preservice Teacher Education; Science Teachers; Grade 5; Microteaching; Science Instruction; Culturally Relevant Education; Teaching Experience; Team Teaching; Preservice Teachers; Elementary School Curriculum; Cooperative Planning; Lesson Plans; Classroom Observation Techniques; Interviews; Grade 4; Pollution; Units of Study; New York Lehramtsstudiengang; Lehrerausbildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; School year 05; 5. Schuljahr; Schuljahr 05; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teamteaching; Lesson planning; Unterrichtsplanung; Interviewing; Interviewtechnik; School year 04; 4. Schuljahr; Schuljahr 04; Schadstoffbelastung; Lerneinheit |
Abstract | In this article, the researcher discusses three elementary pre-service teachers' experiences in co-planning and co-teaching a Pollution Unit in a 4th-5th grade science classroom in New York City. The study makes use of microteaching papers, lesson plans, researcher classroom observations, interviews, and informal conversations to elicit lessons learned from implementing culturally relevant teaching in science education Examples of pre-service teachers' planning process culturally relevant teaching examples, assessment of student learning, and reflections on microteaching are also presented as exemplars and interpretations of culturally relevant science teaching. Implications from the study are discussed in terms of support to enact culturally relevant teaching in urban elementary classrooms and in pre-service science teacher education. (Contains 2 tables.) (As Provided). |
Anmerkungen | Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |