Confronting Assumptions, Biases, and Stereotypes in Preservice Teachers' Conceptualizations of Science Teaching through the Use of Book Club

Autor/in	Mensah, Felicia Moore
Titel	Confronting Assumptions, Biases, and Stereotypes in Preservice Teachers' Conceptualizations of Science Teaching through the Use of Book Club
Quelle	In: Journal of Research in Science Teaching, 46 (2009) 9, S.1041-1066 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Elementary School Science; Methods Courses; Teacher Education Curriculum; Group Discussion; Urban Universities; Clubs; Science Teachers; Urban Education; Reading Strategies; Books; Stereotypes; Evaluation; Ethnography; Reflection; Professional Development; Social Justice; Misconceptions + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Methodisch-didaktische Anleitung; Gruppendiskussion; Club; Klub; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Stadtteilbezogenes Lernen; Reading strategy; Leselernstufe; Lesetechnik; Book; Buch; Monographie; Monografie; Klischee; Evaluierung; Ethnografie; Soziale Gerechtigkeit; Missverständnis
Abstract	This study focuses on the structure and theoretical foundations of the book club for promoting multicultural understandings in science teacher education. The book club was defined as an informal, peer-directed group discussion that met regularly to discuss an ethnographic, multicultural text regarding issues pertinent to science teaching and learning in urban classrooms. Twenty-three preservice teachers (PSTs) enrolled in a 16-week elementary science methods course at a large urban university participated in the study. From the qualitative analyses of PSTs' written reflections and researcher journal notes, five themes which emphasize "Individual," "Collaborative," and "Collective learning" are presented. These findings highlight how the book club structure and theoretical foundation fostered critical, reflective inquiry and served as a method for effecting ideological change which is needed in order to embrace issues of diversity in urban science education. Implications for science teacher education concerning the relevancy of pedagogical strategies, the use of multiple theoretical perspectives, and the book club as a strategy in teacher education and urban education are discussed. (Contains 1 table and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10