Stories That Teachers Tell: Exploring Culturally Responsive Science Teaching
Stories That Teachers Tell: Exploring Culturally Responsive Science Teaching
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DOI：
10.3390/educsci12060401
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发表时间：
2022-06
影响因子：
3
通讯作者：
J. Wallace;E. Howes;Arthur Funk;S. Krepski;Maya Pincus;Susan Sylvester;Kin Tsoi;Caity Tully;Raghida Sharif;Samantha Swift
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作者：
J. Wallace;E. Howes;Arthur Funk;S. Krepski;Maya Pincus;Susan Sylvester;Kin Tsoi;Caity Tully;Raghida Sharif;Samantha Swift
在本文中，我们探讨了教师在科学课堂上学习和应对文化反应教育时讲述的故事。这种定性的案例研究主要集中在“现场的故事”，在每个专业学习小组会议上，教师分享他们的课堂，教学和学校环境的文化响应教育的背景下的观察，想法和见解的对话例程。我们发现，教师的故事，从第一年的小组浮出水面的主题导航系统的限制和支持，通过科学连接，并从开发和分析战略的文化响应的科学教学的意义和学习。这有助于揭示我们工作的一个重要方面，即探索文化上的教育，以及通过教师讲述的故事在科学课堂上可能会是什么样子。我们的研究结果表明，讲故事是一个丰富的，描述性的工具，探索和感知之间的教师在专业学习小组和未充分利用的资源，在研究文化响应教育，特别是在科学。
In this paper, we explore the stories teachers tell as they study and grapple with culturally responsive education in their science classrooms. This qualitative case study focuses primarily on “Stories from the Field”, a conversational routine at each professional learning group meeting where teachers shared observations, thoughts, and insights about their classroom, instruction, and school settings in the context of culturally responsive education. We found that teachers’ stories from the first year of the group surfaced themes of navigating systemic constraints and supports, connecting through science, and sensemaking and learning from developing and analyzing strategies for culturally responsive science teaching. This helped to shine a light on a critical aspect of our work exploring culturally responsive education and what that might look like in science classrooms through the stories that teachers tell. Our findings suggest that storytelling is a rich, descriptive vehicle for exploration and sensemaking amongst teachers in a professional learning group and an underused resource in studying culturally responsive education, especially in science.