Learning from students, inquiry into practice, and participation in professional communities: Beginning teachers' uneven progress toward equitable science teaching

Volume: 44, Issue: 4, Pages: 586 - 612
Published: Apr 1, 2007
Abstract
In this research project, we investigated two beginning secondary science teachers' efforts to learn to teach science in ways that build from and celebrate the ethnic, gender, linguistic, and academic diversity of their students. To do so, we followed Troy and Brian from their preservice teacher education experiences through their first year of teaching 8th grade physical science at local junior high schools. We also conducted a follow-up...
Paper Details
Title
Learning from students, inquiry into practice, and participation in professional communities: Beginning teachers' uneven progress toward equitable science teaching
Published Date
Apr 1, 2007
Volume
44
Issue
4
Pages
586 - 612
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