Multicultural Professional Development of Elementary School Science Teachers of Indigenous Children

• In Event: Roundtable Session 54
  In Roundtable Session: Decolonizing Science Education: What Roles Do Indigenous Knowledge, Languages, Practices, and Values Play in Teaching, Learning, and Professional Development?

Abstract

This research studied 4 non-indigenous teachers’ multi-cultural professional development as they develop and teach place and culture-based science curriculum in 4 Taiwan indigenous schools. We try to answer two questions: 1) What factors promote or impede multi-cultural professional development? 2) What are implications for professional development practices in Taiwan’s indigenous areas?

Authors

• Huei Lee, National Dong Hwa University

• Chiung-Fen I. Yen, Providence University