Literaturnachweis - Detailanzeige
| Autor/inn/en | Luft, Julie A.; Bragg, Jackie; Peters, Chris |
|---|---|
| Titel | Learning to Teach in an Diverse Setting: A Case Study of Multicultural Science Education Êthusiast. |
| Quelle | In: Science education, 83 (1999) 5, S. 527-543Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0036-8326 |
| Schlagwörter | Bildung; Erziehung; Kultur; Zwang; Beobachtung; Erfahrung; Evaluation; Interview; Tagebuch; Begeisterung; Schule; Lehramt; Multikulturalität; Lernen; Lehren; Naturwissenschaften; Fremdheit; Anderssein; Authentizität; Befangenheit; Komplexität; Studie; Verlegenheit; Enthusiast; Student |
| Abstract | This study explores the student teaching experience of Jill, a multicultural science education ethusiast who taught in a school whose predominant culture was different from her own. The purpose of this study was to thematically describe Jill's student teaching experience as a multicultural science education enthusiast and to examine how she negotiated the constraints she encountered. Three data sources were used to capture Jill's student teaching experience: in-depth interviews were conducted with her throughout the semester; observations that were made while she taught different classes; and her journal that described her teaching experiences and reflections. Themes describing Jill's experience were developed, evaluated, and refined from various data sources to ensure her authenticity. A constant imperative analysis revealed that Jill experienced: (1) an unfamiliarity with her students and their life experiences; (2) a marginalization of herself as she tried to create new lessons for students in science; and (3) a disire for her science instruction to be more relevant to her students. Within a salient experience, Jill felt constrained. Some of the constraints she encountered were mediated, whereas others remained present throughout her student teaching experience. Jill's experiences reveal the complexity of learning to teach in a school whose predominant culture is different from your own. |
| Erfasst von | Arbeitsgruppe Didaktik der Physik, Universität Kassel |
| Update | 2001_(CD) |
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