Literaturnachweis - Detailanzeige
Autor/inn/en | Moura, Cristiano B.; Guerra, Andreia |
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Titel | Dwelling in Borderlands: A Conversation between Two Science Teachers-Researchers |
Quelle | In: Cultural Studies of Science Education, 18 (2023) 1, S.257-275 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1871-1502 |
DOI | 10.1007/s11422-023-10166-3 |
Schlagwörter | Stellungnahme; Science Teachers; Teacher Researchers; Educational Research; Science Education; High School Teachers; Science Instruction; Secondary School Science; Recognition (Achievement); Professional Identity; Research Methodology; Teaching Methods; Social Justice; Praxis; Accountability; Reflective Teaching; Dialogs (Language) Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerforschung; Bildungsforschung; Pädagogische Forschung; Naturwissenschaftliche Bildung; High school; High schools; Oberschule; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Soziale Anerkennung; Research method; Forschungsmethode; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Gerechtigkeit; Verantwortung; Dialog; Dialogs; Dialogue; Dialogues |
Abstract | Inspired by Freire's principle of dialogue, in this article we present a series of dialogues and critical syntheses between a science teacher-researcher with 35 years of experience and an early-career science teacher-researcher. We explore being in-between academic research in science education and high school teaching. Following Anzaldúa's conceptualization, this site is characterized as a Borderland, with potentialities and challenges, capable of producing displacements in both spaces. Through an exploration of our trajectories, we dialogue about recognition, our identities as teachers-researchers, and ways of doing research and teaching that aligns with demands for social justice in science education. We also explore how our praxis helps in resisting accountability in education, privileging artisanal work and collective reflection. (As Provided). |
Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |