Embracing Equity and Excellence While Constructing Science Teacher Identities in Urban Schools: Voices of New Teachers of Color

Autor/inn/en	Varelas, Maria; Segura, David; Bernal-Munera, Marcela; Mitchener, Carole
Titel	Embracing Equity and Excellence While Constructing Science Teacher Identities in Urban Schools: Voices of New Teachers of Color
Quelle	In: Journal of Research in Science Teaching, 60 (2023) 1, S.196-233 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Varelas, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21795
Schlagwörter	Minority Group Teachers; Equal Education; Educational Quality; Science Teachers; Professional Identity; Teacher Education Programs; Justice; Urban Schools; Racism; Social Bias; African American Teachers; Hispanic Americans; Minority Group Students; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Gerechtigkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rassismus; African Americans; Afroamerikaner; Hispanic; Hispanoamerikaner; Lehramtsstudiengang; Lehrerausbildung
Abstract	We explored how new Teachers of Color grappled with equity and excellence as they were constructing science teacher identities while learning to teach in a teacher education program committed to equity, justice, and excellence, and eventually teaching in urban schools where inequities and injustices persist. The theoretical framing, compiled from various bodies of literature, weaved together what we consider as essential parts of teacher identity construction and provided a lens with which to examine how conceptions of equity and excellence that the study participants were constructing meshed with their multiple identities, considerations on legitimate knowledge production, and dialectical relationships with which they grappled. Using transcendental phenomenology, we learned from and with three Black and Latinx teachers and their narratives. The teachers intertwined similarly and differently their evolving conceptions of equity and excellence into their evolving science teacher identities as they engaged in forms of contentious local practice and reflected on their experiences as science Teachers of Color teaching predominately Students of Color. Their multiple identities were meshed with histories of larger institutions--science, schooling, and society--and together these were shaping their conceptions of equity and excellence. The intermingling of equity and excellence, which was guiding the curricular and instructional decisions they were making in their classrooms, was also linked to what they considered as legitimate knowledge production in science classes and what counted as knowledge that their students needed to know at different times. The various dilemmas defined by opposing poles with which they were grappling also functioned as scales on which their coordinated equity-excellence unit of meaning was forming. Based on the study, we offer insights into practices that science teacher educators may consider as they prepare new teachers, and work with practicing teachers, to embrace and coordinate equity and excellence in their ever-developing science teacher identities. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01