Preservice science teachers' sociopolitical consciousness
Analyzing descriptions of culturally relevant science teaching and students
Bibliographic Data
| ID | 21392939 |
|---|---|
| Authors | Britney L Jones (0000-0002-1669-7936, University of Connecticut Storrs Connecticut USA), Morgaen L Donaldson (0000-0003-4999-7473, University of Connecticut Storrs Connecticut USA) |
| Year | 2022 |
| Volume | 106 |
| Issue | 1 |
| Pages | 3-26 |
| Publication date | 2022-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21683 |
| OpenAlex | W3201247072 |
| Language | EN |
| Citations received | 14 |
| References cited | 56 |
Science education reforms aimed at narrowing racial achievement gaps often call for educators to make their instruction more inclusive and relevant to students' lives. Culturally Relevant Science Teaching (CRST) requires teachers to develop students' sociopolitical consciousness (SPC) in science, yet little is known about if and how science teachers are enacting this component. Additionally, little research has explicitly examined science teachers' SPC. This study explores the extent to which 10 preservice science teachers describe and report implementing the tenets of CRST in their student teaching placements and examines their SPC. We found that most participants mentioned academic success (the first tenet) and cultural competence (the second tent) in their descriptions of CRST implementation, but only two participants described developing students' SPC (the third tenet). Additionally, we found that the two participants who alluded to developing students' SPC also exhibited a higher level of personal SPC. This key finding supports the theoretical assertion that science teachers' SPC shapes their capacity to fully enact CRST. Our findings underscore the need for teacher educators to cultivate preservice teachers' SPC in science education programs
Assertion · Competence (human resources) · Consciousness · Mathematics education · Pedagogy · Science education · Sociology · Computer Science · Critical Race Theory in Education · Diverse Educational Innovations Studies · Educator Training and Historical Pedagogy · Psychology · Social Psychology
Exploring Science Teachers’ Reflections on Using Identity and Criticality to Design Social Justice-Oriented Environments
Investigating How Teachers’ (Existing) Sociopolitical Consciousness Serves as a Resource for Adapting Science Materials to Bring in Pursuits of Criticality and Identity
‘I wonder if it mattered that they were Arab’
Utilizing theory to elucidate the work of creating equity for transformation within the science classroom
Within the walls of the classroom
Structures of becoming
Proposing a Framework to Center Justice in Ambitious Science Teaching
Theoretical perspectives for developing antiracist teaching dispositions and practices in preservice teacher education
The Concept of Critical Thinking in Teacher Education
Fostering expansive and connective sensemaking with preservice secondary science teachers
Exploring science teachers' efforts to frame phenomena in the community
Listening to teachers
Culturally Relevant Pedagogy in Practice
Science Teachers' Conceptions of Science
Operationalizing Culturally Relevant Pedagogy
What about a dimension of engagement, equity, and diversity practices? A critique of the next generation science standards
Critical Consciousness
“Doing” science versus “being” a scientist
Illuminating political clarity in culturally relevant science instruction
Justice‐centered science pedagogy
Qualitative Data Analysis in Health Psychology
Examining pre-service mathematics and science teachers’ plans to implement culturally relevant pedagogy
Reviving the Orchard
Actions for sociopolitical consciousness in a high school science class
Preparing preservice teachers for bilingual and bicultural classrooms in an era of political change
Promoting Science Literacy with English Language Learners Through Instructional Materials Development
The significance of the racial contract in teachers’ college expectancies for students of color
Is it any Clearer? Generic Qualitative Inquiry and the VSAIEEDC Model of Data Analysis
Generic Qualitative Research in Psychology
Assessing Critical Consciousness in Youth and Young Adults
A way of being
Sociopolitical Development as an Antidote for Oppression—Theory and Action
Sociopolitical Development
Toward the Development of a Measure of Sociopolitical Consciousness
Critical Consciousness
Theory-Practice Divides and the Persistent Challenges of Embedding Tools for Social Justice in a STEM Urban Teacher Residency Program
Culturally Relevant Science Teaching in Middle School
Moving Culturally Relevant Pedagogy From Theory to Practice
Culturally Relevant Pedagogy 2.0
Science for All, including Students from Non-English-Language Backgrounds
Teacher beliefs and cultural models
The Complexities of Culturally Relevant Pedagogy
Toward a Theory of Culturally Relevant Pedagogy
The Silenced Dialogue
Pathways to Critical Consciousness
Color Does Not Equal Consciousness
Challenges to Conceptualizing and Actualizing Culturally Relevant Pedagogy
Theoretically and Practically Speaking, What is Needed in Diversity and Equity in Science Teaching and Learning
Culturally Relevant Teaching in Science Classrooms
Culturally Responsive Pedagogy
Clear as Mud
| Unique citing works | 14 |
|---|---|
| Citations per year | 3,5 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 14 |