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| Autor/inn/en | Jorge L. Solís; Talia Howard; Eduardo Mosqueda; Marco A. Bravo |
|---|---|
| Titel | "Encontré Algo Mejor"/"I Found Something Better": Trans-Perspectives and Raising Critical Consciousness with Secondary Bilingual/Multilingual STEM Teachers |
| Quelle | In: International Journal of Multicultural Education, 27 (2025) 1, S. 79-115Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Forschungsbericht; Secondary School Teachers; STEM Education; Bilingual Teachers; Multilingualism; Consciousness Raising; Teacher Attitudes; Code Switching (Language); Translation; Interdisciplinary Approach; Cultural Pluralism; Faculty Development; Empowerment; Social Justice; Hispanic Americans; Immigrants; Texas; California |
| Abstract | This study presents findings from a professional development project that engaged secondary school in-service STEM teachers in transformative perspectives to make sense of theory, practice, and action in multilingual STEM classrooms. In particular, we examine how teachers engaged with translanguaging, transdisciplinarity, and transculturation in critical reflections and course discussions to promote critical consciousness. Findings reveal that trans- perspectives were interconnected and integral in promoting criticality and equity-minded STEM teaching in bilingual contexts. Teachers historicized personal experiences through translanguaged narratives; connected and integrated STEM language and content knowledge through transdisciplinary practices; and grappled with the role of culture in STEM learning through transcultural repositioning. (As Provided). |
| Anmerkungen | International Journal of Multicultural Education. Department of Education, Yonsei University, 50 Yonsei-ro, Seodaemun-gu, Seoul, Korea 03722. e-mail: ijme@gmail.com; Web site: http://www.ijme-journal.org |
| Begutachtung | Peer reviewed |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2025/3/08 |
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