Designing Frameworks for Authentic Equity in Science Teaching and Learning: Informal Learning Environments and Teacher Education for STEM

Autor/in	Adams, Jennifer D.
Titel	Designing Frameworks for Authentic Equity in Science Teaching and Learning: Informal Learning Environments and Teacher Education for STEM
Quelle	In: Asia-Pacific Science Education, 6 (2021) 2, S.456-479 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1163/23641177-bja10016
Schlagwörter	Science Instruction; Science Teachers; Science Education; Informal Education; Teacher Education; STEM Education; Professional Identity; Equal Education; Instructional Design; Teacher Role; Social Problems + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Naturwissenschaftliche Bildung; Informelle Bildung; Nichtformale Bildung; Lehrerausbildung; Lehrerbildung; STEM; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrerrolle; Social problem; Soziales Problem
Abstract	In order to advance authentic equity in science education, it is salient to have frameworks that allow educators and researchers to design learning environments, activities, and research agendas that centers students' strengths in order for them to achieve full participation in science. As such it is important to consider the social identities of science education stakeholders--teachers and students--in teacher education. However, as identity is complex, it requires research approaches that elucidate not only the nuances of teacher identity but also the complexities of science teaching and learning environments. This article describes a collaborative research project that aimed to unpack the relationship between teacher identity and learning to teach. It outlines the collaborative process of theory building that includes teacher participants and the research team and how the framework for teacher education emerged that considers the various aspects of designing equitable and liberatory science learning. (As Provided).
Anmerkungen	BRILL. Plantijnstraat 2, 2321 JC Leiden, the Netherlands. e-mail: apse.journal@gmail.com; e-mail: support-programmanagement@brill.com; Web site: https://brill.com/view/journals/apse/apse-overview.xml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01