Learning to Teach Elementary Science Through Iterative Cycles of Enactment in Culturally and Linguistically Diverse Contexts
Learning to Teach Elementary Science Through Iterative Cycles of Enactment in Culturally and Linguistically Diverse Contexts
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学习通过文化和语言多样化背景下的迭代循环来教授基础科学
DOI：
10.1007/s10972-016-9447-6
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发表时间：
2015
影响因子：
1.9
通讯作者：
Brian D. Hartman
中科院分区：
文献类型：
--
作者：
SueAnn Bottoms;K. Ciechanowski;Brian D. Hartman
在文化和语言上的迭代周期中，在文化和语言上多样化的环境为职前教师（PST）提供了丰富的机会，以制定科学的核心实践。编织循环的项目，科学教育和与文化相关的教学法利用PST和课程文物的视频分析来借鉴，作者研究了这些周期的迭代过程如何将PST的发展作为基础科学的教师。有目的地注意他们的实践，重新谈判他们在教学中的角色，并通过文化实践重新考虑“专业失明”。
Iterative cycles of enactment embedded in culturally and linguistically diverse contexts provide rich opportunities for preservice teachers (PSTs) to enact core practices of science. This study is situated in the larger Families Involved in Sociocultural Teaching and Science, Technology, Engineering and Mathematics (FIESTAS) project, which weaves together cycles of enactment, core practices in science education and culturally relevant pedagogies. The theoretical foundation draws upon situated learning theory and communities of practice. Using video analysis by PSTs and course artifacts, the authors studied how the iterative process of these cycles guided PSTs development as teachers of elementary science. Findings demonstrate how PSTs were drawing on resources to inform practice, purposefully noticing their practice, renegotiating their roles in teaching, and reconsidering “professional blindness” through cultural practice.