Crossing Cultural Borders into Science Teaching: Early Life Experiences, Racial and Ethnic Identities, and Beliefs about Diversity

Autor/inn/en	Brand, Brenda R.; Glasson, George E.
Titel	Crossing Cultural Borders into Science Teaching: Early Life Experiences, Racial and Ethnic Identities, and Beliefs about Diversity
Quelle	In: Journal of Research in Science Teaching, 41 (2004) 2, S.119-141 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.10131
Schlagwörter	Classrooms; Beliefs; Preservice Teachers; Ethnography; Asian Americans; Ethnicity; Racial Identification; Student Teacher Attitudes; Cultural Awareness; Preservice Teacher Education; Prior Learning; Student Diversity; Science Instruction; Teaching Methods; Case Studies; African Americans; Whites; Rural Areas; Correlation; Racial Differences; Social Influences + Suchen Sie Ihr Suchwort? Classroom; Klassenraum; Belief; Glaube; Ethnografie; Asian immigrant; United States; Asiatischer Einwanderer; USA; Ethnizität; Cultural identity; Kulturelle Identität; Lehramtsstudiengang; Lehrerausbildung; Vorkenntnisse; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Afroamerikaner; White; Weißer; Rural area; Ländlicher Raum; Korrelation; Rassenunterschied; Sozialer Einfluss
Abstract	The purpose of this ethnographic study was to explore the development of belief systems as related to racial and ethnic identities of preservice teachers as they crossed cultural borders into science teaching. Data were collected throughout a yearlong teacher preparation program to learn how early life experiences and racial and ethnic identities of preservice teachers influenced both their beliefs about diversity in science classrooms and science teaching pedagogy. Case studies of three preservice teachers from diverse racial and ethnic background are presented: Asian American, African American, and Rural Appalachian. Using Bank's ethnicity typology, findings suggest that racial and ethnic identity, developed in early life experiences of preservice teachers, provided clarity on the rigidity of their beliefs about diversity and how they view science teaching. By learning about the border crossing experiences of preservice teachers in relation to their beliefs about diversity as related to racial and ethnic identities, the researchers hoped to provide insight on preparing preservice teachers for the challenges of working in diverse classrooms. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10