Teaching with understanding while teaching for understanding
| Autor: | Brian S. Fortney, Erin Atwood |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
Cultural Studies
Praxis Equity (economics) Conceptualization media_common.quotation_subject 05 social sciences 050401 social sciences methods 050301 education Science education Comprehension Negotiation 0504 sociology Situated Mathematics education Sociology of Education Psychology 0503 education media_common |
| Zdroj: | Cultural Studies of Science Education. 14:465-484 |
| ISSN: | 1871-1510 1871-1502 |
| DOI: | 10.1007/s11422-019-09924-z |
| Popis: | This manuscript focuses on the experiences of a science teacher educator’s initial engagement in reconceptualization of the construct of equity in classrooms through the use of praxis. What might equity look like if conceptualized as a dynamic interaction between teacher and individual students? Utilizing a critically situated perspective, this work explores the evolution of mutual and reciprocal understanding between a white male teacher educator and one student. It then questions the outcomes produced by this exploration. This work provides an example of how separating equity into two components—equity as interactive, and equity as complex and dynamic, may help pre-service teachers (PSTs) and practicing teacher educators negotiate meaning through discussion on a long-term basis. By utilizing a concrete conceptualization of equity, and examples for discussion, findings can inform PSTs, teacher educators, and practicing teachers of a starting point for de/reconstructing personal conceptualizations of equity in classrooms. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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