Out-of-Classroom Knowledge for Urban Science Teaching: An Exploration of Pedagogical Context Knowledge

• In Event: 45.093 - MTCC Roundtable Session 18
  In Roundtable Session: 45.093-6 - Teacher Focus: Science Teaching and Learning SIG Roundtable Session

Abstract

Teachers must develop the tools to work, ''within and around the system'' (Cochran-Smith, 2004, p. 28) to teach for social justice. In this study, we explored how beginning science teachers developed these “tools” through a longitudinal case study (Yin, 2013) of graduates from the Urban Science Teaching Program (USTP), a one-year master’s degree program with a social justice mission. Our analysis was guided by the framework of pedagogical context knowledge, which considers the contextually situated and relational aspects of teachers’ professional knowledge. Findings illustrate that while teachers primarily focused on classroom instruction, the “out-of-classroom,” contexts, notably the broader policy, school, and local contexts directly impacted their teaching. Implications for preparation are discussed.

Authors

• Lisa Marco-Bujosa, Villanova University

• Audrey A. Friedman, Boston College

• Bernard G David, The University of Texas at Austin

• Allison Kramer, Villanova University