Finding Voice and Passion: Critical Race Theory Methodology in Science Teacher Education

Autor/in	Mensah, Felicia Moore
Titel	Finding Voice and Passion: Critical Race Theory Methodology in Science Teacher Education
Quelle	In: American Educational Research Journal, 56 (2019) 4, S.1412-1456 (45 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mensah, Felicia Moore)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831218818093
Schlagwörter	Race; Critical Theory; Elementary School Teachers; Science Teachers; Longitudinal Studies; Case Studies; African American Teachers; Females; Science Instruction; Educational History; Educational Experience; Teacher Education Programs; Whites; Institutional Characteristics; Social Support Groups; Teacher Persistence; Racial Bias; Teacher Recruitment; Methods; Courses; Teacher Attitudes; Personal Narratives; Summer Programs + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Kritische Theorie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; African Americans; Afroamerikaner; Weibliches Geschlecht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; History of education; Bildungsgeschichte; Bildungserfahrung; White; Weißer; Social support; Soziale Unterstützung; Racial discrimination; Rassismus; Lehrerrekrutierung; Method; Methode; Kursangebot; Lehrerverhalten; Erlebniserzählung; Sommerkurs
Abstract	This longitudinal case study utilizes critical race theory methodology to chronicle the journey of an African American female in science teacher education. The study looks at her educational history first as a young child and then how she navigates a contested, racialized predominantly White teacher education program, grows and develops in science education, and secures her first full-time teaching appointment as an elementary teacher. The implications for practice in both teacher education and science education show that educational and emotional support for teachers of color throughout their educational and professional journey is imperative to increasing and sustaining Black teachers. In addition, intersectionality foregrounds and adds to the complexity of understanding race, racism, and science in teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01