Science Teachers' Understanding of Students' Rightful Presence in Science Classrooms and Supportive Pedagogical Practices

• In Event: Participation, Understanding, and Reasoning in Science Education

Abstract

lthough the rightful presence framework as a justice-centered pedagogical approach has gained traction since it was introduced, teachers’ understanding of students’ rightful presence in their classrooms has been little documented. In this study, I explore how science teachers understand the concept of and practices supporting rightful presence drawing on data generated from science teachers participating in science methods courses of a master-level teacher education program. Using a reflexive thematic data analysis informed by rightful presence framework and its three tenets, findings document both (1) teachers’ experiences of rightful presence as science learners, and (2) how teachers operationalized the three pedagogical tenets for rightful presence in terms of science teaching. This study’s implications for teacher education research and practice are discussed.

Author

• Won Jung Kim, Santa Clara University
  Presenting Author