Poster #54 - Where Is a Gap of "Theory Into Practice" in Equitable Science Teaching?

• In Event: 21.063 - MTCC Poster Session Three
  In Poster Session: 21.063-4 - Division K Section 4 Poster Session

Abstract

Using a mixed methods approach, this study investigates if preservice teachers’ cultural diversity awareness predicts their self-efficacy in equitable science teaching and learning. The study also examines their perceptions about what equitable science teaching looks like across various student groups. The Self-Efficacy Beliefs about Equitable Science Teaching instrument, Cultural Diversity Awareness Inventory, and short-answer questions were administered to 285 preservice teachers. Results indicate that preservice teachers’ cultural awareness predicts confidence in science teaching to diverse learners and expecting outcome after the teaching. Furthermore, misconceptions about equitable teaching for science were evident. Most preservice teachers did not have a clear understanding of equity and recognized language as a sole matter impacting their instructional practices other than race/ethnicity, socioeconomic status, and culture.

Authors

• Eun Young Lee, University of North Texas

• Karthigeyan Subramaniam, University of North Texas

• Dina C. Castro, University of North Texas