Rethinking Science Teacher Knowledge and Practices as a Part of Discursive Material Formations

• In Event: 66.044 - Diverse Contexts in Professional Development for Science Education

Abstract

This qualitative study examines the role of discursive and material forces influencing the knowledge and practices of science teachers after and during their participation in a professional development. The findings demonstrate how macro and micro discursive and material dynamics worked in subtle ways shaping two science teachers’ knowledge and enactment of new practices as a perfomativity towards tests.

Author

• Shakhnoza Kayumova, University of Massachusetts - Dartmouth