Roles, Caring and Learning to Teach Science

Autor/inn/en	Geelan, David; Mensah, Felicia Moore; Rahm, Jrene; Maulucci, Maria Rivera
Titel	Roles, Caring and Learning to Teach Science
Quelle	In: Cultural Studies of Science Education, 5 (2010) 3, S. 649-663Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-009-9247-9
Schlagwörter	Forschungsbericht; Teacher Educators; Science Education; Reflection; Researchers; Science Curriculum; Cooperation + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Naturwissenschaftliche Bildung; Researcher; Forscher; Co-operation; Kooperation
Abstract	Classroom narratives and stories are rich and powerful in offering deep insights into classrooms and the reality of teaching--a reality critically re-examined in this forum. Discussing Maria's narratives led to reflections about what it takes to support teachers to become agents of more equitable science practices. Factors such as time and identity-work are key dimensions of the authors' struggle, but they also address understanding students in profound ways. The ways in which contradictions at different levels in the educational system can become sources of growth, reflection and action are discussed; yet no simple answers follow. Teaching and becoming a teacher are best understood as life-long processes of reflection and action and as political acts that entail challenging many boundaries. They also involve putting oneself into vulnerable roles and positions. This dialogue opens up many questions about how we can collaborate, guide and support both novices and experienced professionals in education as researchers, science staff developers, and teacher educators. It seeks to support the on-going quest to make science education authentic and equitable. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10