Roles, caring and learning to teach science |
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Authors: | David Geelan Felicia Moore Mensah Jrène Rahm and Maria Rivera Maulucci |
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Institution: | (1) Faculty of Education, University of Queensland, Brisbane, QLD, Australia;(2) Department of Mathematics, Science and Technology, Teachers College, Columbia University, P.O. Box 210, 415B Zankel Building, 525 West 120th Street, New York, NY 10027, USA;(3) Facult? des sciences de l’?ducation, D?partement de psychop?dagogie et d’andragogie, Universit? de Montr?al, C.P. 6128, Succursale Centre-ville, Montr?al, QC, H3C 3J7, Canada;(4) Education Department, 336B Milbank Hall, Barnard College, 3009 Broadway, New York, NY 10027, USA |
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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. |
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