Participatory Approaches to Science Teacher Education Courses: Fostering Professionalism Through Sharing Responsibility

• In Event: Roundtable Session 71
  In Roundtable Session: Various Perspectives About Science Teaching and Learning

Abstract

This presentation explores research into the use of participatory approaches grounded in engaged pedagogy (hooks, 1994) in science teacher education to counter the trend towards increasing deprofessionalization of teachers. Specifically, we contend that incorporating participatory approaches to designing educative experiences through the use of coteaching and cogenerative dialogue (Tobin & Roth, 2006) provides an approach for sharing responsibility for teaching and learning with our students. We offer a theory generative account of how our research demonstrates that the utilization of engaged pedagogy combined with sharing responsibility for teaching and learning creates solidarity and a sense of community with the group. Specifically, our research indicates that emphasizing shared responsibility fosters a sense of professionalism and awareness in our students.

Authors

• Christina Siry, University of Luxembourg

• Sonya N. Martin, Seoul National University