A Case Study of Science Teacher Candidates' Understandings and Actions Related to the Culturally Responsive Teaching of "Other" Students

Autor/inn/en	Atwater, Mary M.; Freeman, Tonjua B.; Butler, Malcolm B.; Draper-Morris, Jessie
Titel	A Case Study of Science Teacher Candidates' Understandings and Actions Related to the Culturally Responsive Teaching of "Other" Students
Quelle	In: International Journal of Environmental and Science Education, 5 (2010) 3, S.287-318 (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3065
Schlagwörter	Preservice Teacher Education; Critical Theory; Science Teachers; Case Studies; Educational Philosophy; Culturally Relevant Education; Cultural Awareness; Emotional Intelligence; Multicultural Education; Teaching Experience; Instructional Improvement; Change Strategies; Questionnaires; Interviews; Knowledge Base for Teaching + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Kritische Theorie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Bildungsphilosophie; Erziehungsphilosophie; Cultural identity; Kulturelle Identität; Emotionale Intelligenz; Multikulturelle Erziehung; Unterrichtsqualität; Lösungsstrategie; Fragebogen; Interviewing; Interviewtechnik; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	The purpose of this explanatory case study using critical theory as a philosophical lens was to focus on two science teacher candidates' understandings of Otherness and their culturally responsive teaching (or the lack thereof) of students they believe are the "Others". The researchers found that even though the participants had different goals for their students, they were not responsive to some of their students because of the students" culture, race, and/or ethnicity. Both of the participants believed their science teacher education program had shortcomings and did not provide all of the needed experiences for them to be successful in their science teaching of the "Other" students. (As Provided).
Anmerkungen	International Consortium for the Advancement of Academic Publication. Abant Izzet Baysal University, Faculty of Education, 14280 Golkoy-Bolu, Turkey. e-mail: editorijese@gmail.com; Web site: http://www.ijese.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10