The Road to Culturally Relevant Science: Exploring How Teachers Navigate Change in Pedagogy
The Road to Culturally Relevant Science: Exploring How Teachers Navigate Change in Pedagogy
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DOI：
10.1002/tea.20405
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发表时间：
2011-02-01
影响因子：
4.6
通讯作者：
Johnson, Carla C.
中科院分区：
文献类型：
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作者：
Johnson, Carla C.
在这项研究中，两名中学教师参加了利用变革性专业发展（TPD）模型的专业发展计划，他们开始成为西班牙裔学生的文化相关科学教师。在这个纵向案例研究中，使用 Ladson-Billings (1994) 文化相关教育学理论、教师访谈、焦点小组、期刊和现场笔记来揭示文化相关教育学的各个方面，参与者将其转化为他们的日常科学教学实践。调查结果显示，TPD 使参与者能够转变他们的实践，专注于与文化相关的科学教育学，从而为西班牙裔学生创造更有效的教学环境。讨论了进一步研究专业发展和为教师整合文化相关教学法提供其他支持的意义。 (c) 2010 Wiley Journals, Inc. J Res Sci Teach 48: 170-198, 2011
In this study, two middle-school teachers who participated in a professional development program utilizing the transformative professional development (TPD) model are followed as they embarked upon becoming culturally relevant science teachers of Hispanic students. Using Ladson-Billings (1994) theory of culturally relevant pedagogy, teacher interviews, focus groups, journals, and field notes are examined to reveal aspects of culturally relevant pedagogy that the participants translate into their daily science instructional practice in this longitudinal case study. Findings revealed TPD enabled participants to transform their practice to focus on culturally relevant science pedagogy resulting in a more effective instructional environment for their Hispanic students. Implications for further research on professional development and other supports for teachers integrating culturally relevant pedagogy are discussed. (c) 2010 Wiley Periodicals, Inc. J Res Sci Teach 48: 170-198, 2011