Pedagogical Context Knowledge and Its Role in the Urban Science Classroom

• In Event: AERA Poster Session 1
  In Poster Session: Pedagogy and Identity in Urban Settings

Abstract

Urban science classrooms do not exist in isolation; they are part of larger education, community, and social systems. Research has introduced pedagogical context knowledge to account for teachers’ awareness and integration of these contexts into pedagogical practice. We examined the nature of this contextual knowledge in urban settings and how it impacted science teaching based on interviews with graduates of an urban science teaching program. We found teachers developed knowledge of student needs, classroom management, and building relationships as critical factors, which were related to school, community, and social contexts. Novice science teachers modified their pedagogy, curriculum, and beliefs to integrate their urban context knowledge with practices learned in preparation.

Authors

• Allison Kramer, Villanova University

• Lisa Marco-Bujosa, Villanova University

• Audrey Anne Friedman, Boston College