Supporting Preservice Teachers to Develop Asset-Based Ideas of Social Justice Science Teaching

• In Event: 69.056 - Roundtable Session 31
  In Roundtable Session: 69.056-14 - Perspectives on Preservice Science Teacher Education

Abstract

Urban teacher residency programs have emerged as a promising hybrid between university-based and alternative teacher education programs. The combination of an increased clinical experience and university coursework focused on theories and pedagogies of social justice afford an opportunity for pre-service teachers to develop practical notions of how learning and social justice theories play out in science classrooms. We analyzed artifacts from secondary science pre-service teachers to understand how these teachers’ ideas about what it means to be a social justice educator evolved throughout the year. We present excerpts from these artifacts to describe pre-service teachers’ different learning trajectories and highlight specific field experiences that influenced these trajectories.

Authors

• Jarod N. Kawasaki, University of California - Los Angeles

• Imelda Nava, University of California - Los Angeles

• Annamarie Mahealani Francois, University of California - Los Angeles