Physics Teachers' Dispositions Related to Culturally Relevant Pedagogy

Autor/inn/en	Mathis, Clausell; Southerland, Sherry A.; Burgess, Terrance
Titel	Physics Teachers' Dispositions Related to Culturally Relevant Pedagogy
Quelle	In: International Journal of Science Education, 45 (2023) 14, S.1162-1181 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mathis, Clausell)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2023.2190850
Schlagwörter	Physics; Science Instruction; Culturally Relevant Education; Science Teachers; Teaching Methods; Equal Education; Social Influences; Political Influences; Cultural Awareness; Teacher Attitudes + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Sozialer Einfluss; Political influence; Politischer Einfluss; Cultural identity; Kulturelle Identität; Lehrerverhalten
Abstract	In light of recent efforts to increase the diversity of the physics workforce, the need to counter the long-term marginalisation of students of colour from physics has received more attention. Culturally relevant pedagogy (CRP) is a multicultural approach to teaching and learning designed to attend to students' culture as starting points toward learning canonical disciplinary knowledge (Ladson-Billings, 1995). This research explored physics teachers' dispositions regarding implementing culturally relevant practices in their classrooms. The study participants were a select group of physics teachers expressing interest in culturally relevant instruction (n = 6). The teachers participated in interviews using a semi-structured protocol. Interviews were transcribed and analysed using inductive coding. Interview analysis showed four categories of teacher dispositions about CRP: (1) recognition of CRP as a need for various approaches to teaching, (2) use of culture as a pedagogical reference, (3) recognition of systemic inequities, and (4) recognition of the role of socio-political factors in CRP. Despite the productive beginning identified, the results also suggest that these physics teachers had difficulty identifying precisely how to enact culturally relevant practices in their physics instruction. This result indicates the need for further research into physics teachers' thinking about and using culturally relevant pedagogy. (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