“Am I a Science Teacher or a Language Arts Teacher?” The Interplay Between Science Teachers’ Subject Positioning and Their Actions

• In Event: Critical Issues in Science Teaching and Learning

Abstract

This study explores how and why different middle grade science teachers made varying decisions regarding adoption of professional development practices in their classrooms. Grounding in positioning theory and drawing on the literature on critical pedagogy in science education, this study traces the factors that played role in altering and/or supporting science teachers’ subject positions and classroom practices as it relates to teaching science to culturally and linguistically diverse student populations.

Authors

• Shakhnoza Kayumova, University of Massachusetts - Dartmouth

• Cory A. Buxton, University of Georgia - Athens

• Martha A. Allexsaht-Snider, University of Georgia