Using Sociotransformative Constructivism (sTc) to Enact Equity in Culturally Diverse Classrooms: Documenting the Professional Development Journey From Preservice to In-Service Teaching

• In Event: 52.078 - Equity in Science Teacher Education: Toward an Expanded Definition

Abstract

Abstract
Equity, in our increasingly diverse classrooms, continues to be an illusive goal in spite of all of the advancements we have made in better understanding the institutional, historical and sociocultural factors that obstructs it. This study takes a longitudinal and inside look at the professional development journey of four pre-service teachers as they complete their teacher education program and secure full-time jobs as secondary science teachers. For three years, we investigated the challenges and successes these novice teachers encountered as they sought to implement a sociotransformative constructivist (sTc) approach to teaching and learning in culturally and linguistically diverse school settings. To assess the impact of the project on teachers’ practice and on students’ learning a hybrid methodology was used. Data on students’ knowledge growth were gathered using semi-structured pre and post unit concept maps. ANOVA analyses were conducted and showed significant results. Qualitative data were gathered by following an ethnographic approach (multiple interviews, classroom visits, and field notes). These data also showed a significant and positive impact of the sTc framework on teachers’ practice and their developing identities as inclusive educators. Recommendations are provided to strengthen the connection between teacher preparation programs and everyday school practice.

Author

• Alberto J. Rodriguez, Purdue University