Intersecting Intersectionality: Examining Teachers' Intersecting Identities and Perceived Practical Knowledge Development Within a Research-Practice Partnership

• In Event: Poster Session 6
  In Poster Session: Division K Section 3 Poster Session 1

Abstract

Research Practice Partnerships (RPPs) offer support structures for science teachers to develop their practical knowledge for teaching through curriculum co-design. These long-term partnerships engage both researchers and teachers in professional development. However, there is a lack of research concerning the ways in which science teachers’ intersectionality negotiates their role within the RPP. This case study investigates one middle school science teacher’s conceptualization of her role in the RPP using intersectionality as a lens. Preliminary findings indicate that the teacher’s intersecting identities did impact the role she cultivated within the RPP. Implications for this research include the need for larger research projects to pay attention to the impact of such research on the knowledge development and identities of individual teachers.

Author

• Tamara J Smolek, Michigan Department of Education