Preservice Science Teachers' Sociopolitical Consciousness: Analyzing Descriptions of Culturally Relevant Science Teaching and Students

Autor/inn/en	Jones, Britney L.; Donaldson, Morgaen L.
Titel	Preservice Science Teachers' Sociopolitical Consciousness: Analyzing Descriptions of Culturally Relevant Science Teaching and Students
Quelle	In: Science Education, 106 (2022) 1, S.3-26 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21683
Schlagwörter	Science Education; Equal Education; Racial Bias; Achievement Gap; Inclusion; Culturally Relevant Education; Teacher Role; Science Teachers; Student Teaching; Student Teachers; Critical Thinking; Consciousness Raising; Political Issues; Social Problems + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Racial discrimination; Rassismus; Inklusion; Lehrerrolle; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Kritisches Denken; Bewusstseinsbildung; Politischer Faktor; Social problem; Soziales Problem
Abstract	Science education reforms aimed at narrowing racial achievement gaps often call for educators to make their instruction more inclusive and relevant to students' lives. Culturally Relevant Science Teaching (CRST) requires teachers to develop students' sociopolitical consciousness (SPC) in science, yet little is known about if and how science teachers are enacting this component. Additionally, little research has explicitly examined science teachers' SPC. This study explores the extent to which 10 preservice science teachers describe and report implementing the tenets of CRST in their student teaching placements and examines their SPC. We found that most participants mentioned academic success (the first tenet) and cultural competence (the second tent) in their descriptions of CRST implementation, but only two participants described developing students' SPC (the third tenet). Additionally, we found that the two participants who alluded to developing students' SPC also exhibited a higher level of personal SPC. This key finding supports the theoretical assertion that science teachers' SPC shapes their capacity to fully enact CRST. Our findings underscore the need for teacher educators to cultivate preservice teachers' SPC in science education programs. (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