Preservice Teachers Experience Authentic Parental Involvement in Culturally Relevant Science Teaching

• In Event: Poster Session 6
  In Poster Session: Preparing Science Preservice Teachers for Inclusive Diverse K-12 Classrooms

Abstract

Over 150 preservice teachers participated Family Science Learning Events to research their perceptions and self-efficacy in science instruction to diverse, low socio-economic student and parent populations by using culturally relevant curriculum. Data collected included qualitative PST reflections, lesson plans, project board/activity evaluation, and post-event surveys. The Self-Efficacy Beliefs about Equitable Science Teaching and Learning (SEBEST) instrument was administered a pre/post test providing quantitative data. Results suggest that incorporating Family Science as an integral component of teacher preparation can be a powerful facilitator of learning for all involved, increasing excitement for learning, confidence in using culturally relevant activities and working with family members.

Authors

• Cherie A. McCollough, Texas A&M University - Corpus Christi

• Olga M. Ramirez, The University of Texas - Pan American