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ERIC Number: EJ861136
Record Type: Journal
Publication Date: 2009-Nov
Pages: 26
Abstractor: As Provided
Reference Count: 92
ISBN: N/A
ISSN: ISSN-0022-4308
Confronting Assumptions, Biases, and Stereotypes in Preservice Teachers' Conceptualizations of Science Teaching through the Use of Book Club
Mensah, Felicia Moore
Journal of Research in Science Teaching, v46 n9 p1041-1066 Nov 2009
This study focuses on the structure and theoretical foundations of the book club for promoting multicultural understandings in science teacher education. The book club was defined as an informal, peer-directed group discussion that met regularly to discuss an ethnographic, multicultural text regarding issues pertinent to science teaching and learning in urban classrooms. Twenty-three preservice teachers (PSTs) enrolled in a 16-week elementary science methods course at a large urban university participated in the study. From the qualitative analyses of PSTs' written reflections and researcher journal notes, five themes which emphasize "Individual," "Collaborative," and "Collective learning" are presented. These findings highlight how the book club structure and theoretical foundation fostered critical, reflective inquiry and served as a method for effecting ideological change which is needed in order to embrace issues of diversity in urban science education. Implications for science teacher education concerning the relevancy of pedagogical strategies, the use of multiple theoretical perspectives, and the book club as a strategy in teacher education and urban education are discussed. (Contains 1 table and 3 notes.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A