Community and inquiry: journey of a science teacher |
| |
| Authors: | Jennifer Goldberg Kate Muir Welsh |
| |
| Institution: | (1) Graduate School of Education and Allied Professions, Fairfield University, Fairfield, CT 06824, USA;(2) University of Wyoming’s College of Education, Laramie, WY 82071, USA |
| |
| Abstract: | In this case study, we examine a teacher’s journey, including reflections on teaching science, everyday classroom interaction,
and their intertwined relationship. The teacher’s reflections include an awareness of being “a White middle-class born and
raised teacher teaching other peoples’ children.” This awareness was enacted in the science classroom and emerges through
approaches to inquiry. Our interest in Ms. Cook’s journey grew out of discussions, including both informal and semi-structured interviews, in two
research projects over a three-year period. Our interest was further piqued as we analyzed videotaped classroom interaction
during science lessons and discovered connections between Ms. Cook’s reflections and classroom interaction. In this article,
we illustrate ways that her journey emerges as a conscientization. This, at least in part, shapes classroom interaction, which
then again shapes her conscientization in a recursive, dynamic relationship. We examine her reflections on her “hegemonic
(cultural and socio–economic) practices” and consider how these reflections help her reconsider such practices through analysis
of classroom interaction. Analyses lead us to considering the importance of inquiry within this classroom community.
Jennifer Goldberg
is an assistant professor in the Graduate School of Education and Allied Professions at Fairfield University. She received
her PhD in educational research methodology from the University of California, Los Angeles. Her teaching and research focuses
on the importance of teaching for social justice and the relationship between identity, talk, and interaction on student opportunities
for learning.
Kate Muir Welsh
is an associate professor in the University of Wyoming’s College of Education. She received her PhD in education from the
University of California, Los Angeles. Kate teaches math and science methods courses to pre-service and in-service elementary
teachers and graduate courses on Action Research. Her research focuses on social justice teaching. She is also Chair of the
University of Wyoming’s Shepard Symposium on Social Justice. |
| |
| Keywords: | Classroom interaction Science education Reflective practice Conscientization |
| 本文献已被 SpringerLink 等数据库收录！ |
|
