Creating a Dialogic Environment for Transformative Science Teaching Practices: Towards an Inclusive Education for Science

Autor/inn/en	Reynaga-Peña, Cristina G.; Sandoval-Ríos, Marisol; Torres-Frías, José; López-Suero, Carolina; Lozano Garza, Adrián; Dessens Félix, Maribel; González Maitland, Marcelino; Ibanez, Jorge G.
Titel	Creating a Dialogic Environment for Transformative Science Teaching Practices: Towards an Inclusive Education for Science
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 44 (2018) 1, S.44-57 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reynaga-Peña, Cristina G.) ORCID (Sandoval-Ríos, Marisol) ORCID (Torres-Frías, José) ORCID (López-Suero, Carolina) ORCID (Lozano Garza, Adrián) ORCID (Dessens Félix, Maribel) ORCID (González Maitland, Marcelino) ORCID (Ibanez, Jorge G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2018.1422620
Schlagwörter	Science Instruction; Educational Practices; Inclusion; Teaching Skills; Instructional Innovation; Academic Accommodations (Disabilities); Portfolios (Background Materials); Observation; Program Implementation; Faculty Development; Transfer of Training; Interaction; Teacher Student Relationship; Discussion (Teaching Technique); Teacher Workshops; Educational Change; Teaching Methods; Elementary Secondary Education; Higher Education; Foreign Countries; Mexico + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bildungspraxis; Inklusion; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Educational Innovation; Bildungsinnovation; Beobachtung; Training; Transfer; Ausbildung; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Mexiko
Abstract	This paper focuses on the design and application of a teacher training strategy to promote the inclusive education of students with disabilities in the science classroom, through the creation of adult learning environments grounded on the principles of dialogic learning. Participants of the workshop proposal consisted of a group of twelve teachers who were working at various educational levels. Teacher teams proposed and implemented in their classroom, innovative, inclusive science-learning activities about a topic of their choice. Data were collected from interviews with teachers five months after the courses, teachers' portfolios about their practice during implementation of such sequences, and researchers' observations. The data suggest that it is possible to stimulate a gradual transformation of teaching practices through a teacher training proposal that promotes self-awareness and critical reflection, situated in the creation of meaning and a willingness to change in the spirit of solidarity and social action. We found elements to recommend the incorporation of these innovations at the curricular and practical level for teacher training schools and for in-service teacher development programmes in Mexico and elsewhere. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01