In Pieces: An Approach to Critical Reflexivity with Science Teachers through Storytelling and in Community

Autor/in	Marshall, Stefanie L.
Titel	In Pieces: An Approach to Critical Reflexivity with Science Teachers through Storytelling and in Community
Quelle	In: Journal of Science Teacher Education, 34 (2023) 5, S.563-581 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marshall, Stefanie L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2023.2169304
Schlagwörter	Science Teachers; Science Education; Teacher Student Relationship; Teaching Methods; Student Needs; Case Studies; Student Diversity; Race; Secondary School Teachers; Futures (of Society); History; Teacher Education Programs; Critical Race Theory; Social Justice; Teacher Attitudes; Personal Narratives + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Naturwissenschaftliche Bildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Rasse; Abstammung; Future; Society; Zukunft; Geschichte; Geschichtsdarstellung; Soziale Gerechtigkeit; Lehrerverhalten; Erlebniserzählung
Abstract	This study examines how storytelling can guide the critical reflexivity of secondary science teachers engaged in a professional learning community. Traditionally, storytelling has been used in Black communities to "teach the people to know themselves." The author engages in racial storytelling to remember, envision and consider what could have been, to imagine new possibilities. Through narrative case study analysis, the author examines two science educators' past, present, and futures through their narratives. The author asserts that critical consciousness is necessary for teachers as they aspire to support the needs of diverse learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01