Dwelling in Borderlands: A Conversation between Two Science Teachers-Researchers

Autor/inn/en	Moura, Cristiano B.; Guerra, Andreia
Titel	Dwelling in Borderlands: A Conversation between Two Science Teachers-Researchers
Quelle	In: Cultural Studies of Science Education, 18 (2023) 1, S.257-275 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-023-10166-3
Schlagwörter	Stellungnahme; Science Teachers; Teacher Researchers; Educational Research; Science Education; High School Teachers; Science Instruction; Secondary School Science; Recognition (Achievement); Professional Identity; Research Methodology; Teaching Methods; Social Justice; Praxis; Accountability; Reflective Teaching; Dialogs (Language) + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerforschung; Bildungsforschung; Pädagogische Forschung; Naturwissenschaftliche Bildung; High school; High schools; Oberschule; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Soziale Anerkennung; Research method; Forschungsmethode; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Gerechtigkeit; Verantwortung; Dialog; Dialogs; Dialogue; Dialogues
Abstract	Inspired by Freire's principle of dialogue, in this article we present a series of dialogues and critical syntheses between a science teacher-researcher with 35 years of experience and an early-career science teacher-researcher. We explore being in-between academic research in science education and high school teaching. Following Anzaldúa's conceptualization, this site is characterized as a Borderland, with potentialities and challenges, capable of producing displacements in both spaces. Through an exploration of our trajectories, we dialogue about recognition, our identities as teachers-researchers, and ways of doing research and teaching that aligns with demands for social justice in science education. We also explore how our praxis helps in resisting accountability in education, privileging artisanal work and collective reflection. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01