A Latina Science Teacher Becoming a Dialogic Educator: "I'm Okay Being Hated Because Somebody Has to Be Strong"

Autor/inn/en	Kirmaci, Mehtap; Buxton, Cory A.; Allexsaht-Snider, Martha
Titel	A Latina Science Teacher Becoming a Dialogic Educator: "I'm Okay Being Hated Because Somebody Has to Be Strong"
Quelle	In: Cultural Studies of Science Education, 16 (2021) 4, S.1211-1237 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kirmaci, Mehtap)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-020-10009-5
Schlagwörter	Secondary School Teachers; Science Teachers; Hispanic Americans; Females; Women Faculty; Teaching Experience; Hispanic American Students; Immigrants; Bilingual Students; Teacher Student Relationship; Parent Teacher Cooperation; Teacher Collaboration; Inclusion; School Policy; Barriers; Communities of Practice; Interaction; Science Instruction + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Hispanic; Hispanoamerikaner; Weibliches Geschlecht; Frauenakademie; Weibliche Gelehrte; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; Immigrant; Immigrantin; Immigranten; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Lehrerkooperation; Inklusion; Schulpolitik; Community; Interaktion; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	This is a single-case study of Teresa, a Latina secondary science teacher, who reflected on her experiences with her Latinx bilingual immigrant students and families and other science educators in a dialogic science learning community. Bearing witness to Teresa's commitment and ongoing struggles for a more inclusive science teaching, we aimed to better understand the realistic potential of dialogic science learning communities in supporting teachers, like Teresa, in their effort to enact a science teaching inclusive of their students' families and communities while functioning within the constraints of policy structures in schools. Grounded in a Freirean notion of dialogic education, this study used focus group interview, individual interview, and participation observation methods for data collection and analysis. Our findings indicated that Teresa's participation in the professional learning program led her to restructure her work with her students and their families through dialogue-based learning interactions in the classroom and through actively working with parents as willing partners to engage students in science learning both in and beyond school. Our findings point to the power of dialogic science learning communities when working with bilingual immigrant students, in which teachers develop close companionship with students, families, and colleagues in ways that build teacher knowledge while also supporting teachers' efforts navigating the challenges and tensions of teaching science in today's conflicted sociopolitical context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01