Community-Initiated Science for Transformative Teaching

Autor/inn/en	Upadhyay, Bhaskar; Aleixo, Marina B.
Titel	Community-Initiated Science for Transformative Teaching
Quelle	In: Journal of Science Teacher Education, 34 (2023) 5, S.443-457 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Upadhyay, Bhaskar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2023.2207846
Schlagwörter	Science Education; Teaching Methods; Science Teachers; Partnerships in Education; Classroom Communication; Foreign Countries; Well Being; School Community Relationship; Transformative Learning; Learning Experience; Parent Teacher Cooperation; Teacher Student Relationship; Learning Theories; Democracy; Migrant Workers; Rural Areas; Elementary Secondary Education; Nepal + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Hochschulpartnerschaft; Klassengespräch; Ausland; Well-being; Wellness; Wohlbefinden; Pädagogische Transformation; Lernerfahrung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Learning theory; Lerntheorie; Demokratie; Wanderarbeiter; Rural area; Ländlicher Raum
Abstract	In this paper, the authors explore how teachers and community members in Nepal come together to transform students' science teaching and science learning experiences. The community members, primarily parents of the students, took the opportunity to drive the kinds of science topics and the nature of science activities the teachers needed to teach in their children's science classrooms. This paper qualitatively documents the interactions between the teachers and the community members, the teachers' decisions regarding their science lessons, and the nature of critical consciousness discourses in teachers' built-in classroom interactions with students. The data were collected over 8 weeks through classroom observations, interviews, and student artifacts. The analysis showed that community-initiated partnership with science teachers builds science teaching that values critical community well-being and that the teachers have the agency to provide spaces for learning focused on critical consciousness. The paper uses transformative learning theory, liberation social psychology, and deliberative democracy as the guiding theoretical perspectives to understand transformative science teaching through teacher--community partnership. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01