Learning to Teach Science in Urban Schools: Context as Content

Autor/inn/en	Marco-Bujosa, Lisa M.; Friedman, Audrey A.; Kramer, Allison
Titel	Learning to Teach Science in Urban Schools: Context as Content
Quelle	In: School Science and Mathematics, 121 (2021) 1, S.46-57 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marco-Bujosa, Lisa M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12441
Schlagwörter	Science Instruction; Teaching Methods; Urban Schools; Phenomenology; Science Teachers; Teacher Attitudes; Teacher Persistence; Alumni; Metropolitan Areas; Program Descriptions; Knowledge Base for Teaching; Educational Policy; Accountability; Culturally Relevant Education; Educational Environment; Faculty Development; Teacher Education; Classroom Environment; Educational Opportunities + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Phenomenological psychology; Phänomenologie; Psychologie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Ballungsraum; Teaching theory; Theory of teaching; Unterrichtstheorie; Politics of education; Bildungspolitik; Verantwortung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerausbildung; Lehrerbildung; Klassenklima; Unterrichtsklima; Bildungsangebot; Bildungschance
Abstract	The purpose of this phenomenological study was to explore how science teachers who persisted in urban schools interpreted and responded to the unique features of urban educational contexts. With 17 alumni who taught in metropolitan areas across seven states, the Science Educators for Urban Schools (SEUS) program provided a research setting that offered a unique view of science teachers' development of knowledge of urban education contexts. Data sources included narratives of teaching experiences from interviews and open-ended survey items. Findings were interpreted in light of context knowledge for urban educational settings. Findings indicated that science teaching in urban contexts was impacted by the education policy context, notably through accountability policies that narrowed and marginalized science instruction; community context, evident in teacher efforts to make science more relevant to students; and school contexts, notability their ability to creatively adjust for resource deficiencies and continue their own professional growth. Participants utilized this context knowledge to transform student opportunities to learn science. The study suggests that future science education research and teacher preparation efforts would benefit from further attention to the unique elements of urban contexts, specifically the out of classroom contexts that shape science teaching and learning. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01