Teaching with Understanding While Teaching for Understanding

Autor/inn/en	Fortney, Brian S.; Atwood, Erin D.
Titel	Teaching with Understanding While Teaching for Understanding
Quelle	In: Cultural Studies of Science Education, 14 (2019) 2, S.465-484 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-019-09924-z
Schlagwörter	Science Education; Science Teachers; Teacher Educators; Preservice Teacher Education; Preservice Teachers; Equal Education; Praxis; Epistemology; Teacher Student Relationship; Beliefs; Interaction; Comprehension + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehramtsstudiengang; Erkenntnistheorie; Teacher student relationships; Lehrer-Schüler-Beziehung; Belief; Glaube; Interaktion; Verstehen; Verständnis
Abstract	This manuscript focuses on the experiences of a science teacher educator's initial engagement in reconceptualization of the construct of equity in classrooms through the use of praxis. What might equity look like if conceptualized as a dynamic interaction between teacher and individual students? Utilizing a critically situated perspective, this work explores the evolution of mutual and reciprocal understanding between a white male teacher educator and one student. It then questions the outcomes produced by this exploration. This work provides an example of how separating equity into two components--equity as interactive, and equity as complex and dynamic, may help pre-service teachers (PSTs) and practicing teacher educators negotiate meaning through discussion on a long-term basis. By utilizing a concrete conceptualization of equity, and examples for discussion, findings can inform PSTs, teacher educators, and practicing teachers of a starting point for de/reconstructing personal conceptualizations of equity in classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01