Negotiating White science in rural Black America: A case for navigating the landscape of teacher knowledge domains
Negotiating White science in rural Black America: A case for navigating the landscape of teacher knowledge domains
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美国黑人农村地区的白人科学谈判：教师知识领域景观的案例
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
Joseph Johnson
中科院分区：
文献类型：
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作者：
Randy Yerrick;Joseph Johnson
本研究旨在探讨低轨理科学生教学所需教师知识的本质。使用视频帐户，学生焦点小组和教师的反思，研究人员记录了失误，死胡同，和徒劳的轨迹通知教师的传入的知识，并比较这些情况下，必要的修改通知学生的声音和文化文物。我们的研究揭示了社会文化和教学内容的教师沉浸在一个背景下，他经历了作为一个学生的知识的转变性质。结果表明，大多数背景的教师可以学会教不同的学生，至少有适度的成功，从学生的角度来看。在不同的设置研究和教师教育的影响进行了讨论。
The purpose of this study was to explore the nature of requisite teacher knowledge for teaching lower-track science students. Using video accounts, student focus groups, and teacher reflections researchers documented missteps, dead-ends, and unfruitful trajectories informed by the teacher’s incoming knowledge and compared these instances to necessary modifications informed by students’ voices and cultural artifacts. Our study revealed the shifting nature of sociocultural and pedagogical content knowledge of the teacher immersed in a context unlike that he experienced as a student. Results showed that teachers of majority backgrounds could learn to teach diverse students with at least moderate success from the perspective of their students. Implications for research and teacher education in diverse settings are discussed.