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ERIC Number: EJ1088200
Record Type: Journal
Publication Date: 2015-Dec
Pages: 28
Abstractor: As Provided
ISSN: ISSN-1046-560X
Learning to Teach Elementary Science through Iterative Cycles of Enactment in Culturally and Linguistically Diverse Contexts
Bottoms, SueAnn I.; Ciechanowski, Kathryn M.; Hartman, Brian
Journal of Science Teacher Education, v26 n8 p715-742 Dec 2015
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A