Supporting Culturally Responsive Teaching for Early Career Science Teachers

• In Event: Sheraton Roundtable Session Seven
  In Roundtable Session: Characteristics, Emotions, Commitments, and Practices of Newly Hired Teachers During Induction (Table 17)

Abstract

In this paper, we present a case study of one teacher preparation program’s supports for graduates in relation to culturally responsive science teaching (CRST). We employ a culturally responsive research approach, viewing teachers and their expertise as essential to learning about teaching. Emergent themes on the roles that supports after graduation play in supporting new teachers in high-need schools employing CRST include: building relationships and rapport with students; helping students develop a critical stance; and providing access to the cohort, other teachers, and classroom resources. By placing CRST at the center of new teacher induction, we “name injustice and co-construct opportunities for just educational processes and systems” (Milner, 2022), critical to supporting new teachers in equitable and ambitious teaching.

Authors

• Jamie Wallace, American Museum of Natural History
  Presenting Author

• Elaine Howes, American Museum of Natural History
  Presenting Author