"They Were Teaching Me!": Reimagining Collaborative Inquiry with Elementary Students in Science Teacher Education

Autor/inn/en	Macias, Christina; Shin, Myunghwan; Bennett, Lisa H.
Titel	"They Were Teaching Me!": Reimagining Collaborative Inquiry with Elementary Students in Science Teacher Education
Quelle	In: Journal of Science Teacher Education, 33 (2022) 5, S.466-487 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2021.1963392
Schlagwörter	Preservice Teachers; Elementary School Students; Social Justice; Equal Education; Science Education; Professional Identity; Science Instruction; Barriers; Educational Change; Cooperation; Inquiry; Preservice Teacher Education; Science Teachers; Student Attitudes; Teacher Attitudes; California + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bildungsreform; Co-operation; Kooperation; Lehramtsstudiengang; Lehrerausbildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Lehrerverhalten; Kalifornien
Abstract	This study explored how preservice teachers engaged in collaborative inquiry with elementary students to facilitate social justice and equity in science education. By inviting elementary students as key stakeholders into collaborative inquiry, we examined how preservice teachers uncovered critical problems of science education in underserved communities and how they (re)imagined science learning environments. We also investigated how collaborative inquiry with students shaped the preservice teachers' identities as science educators. Guided by the critical ethnography and data analysis spiral, we analyzed qualitative data related to 34 preservice teachers from a US teacher preparation program embedded in clinical residencies on elementary school sites. Our findings showed that preservice teachers: (1) leveraged collaborative inquiry to illuminate barriers and affordances to science learning; (2) became co-agents of change alongside elementary students; and (3) positioned themselves as science educators. We discussed the role of collaborative inquiry as a transformational pedagogical tool in teacher preparation programs. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01