Exploring Science Teachers’ Reflection on Making Their Classrooms Social Justice–Oriented Environments

• In Event: Sunday Roundtable Session 7:45 am
  In Roundtable Session: Addressing Social Justice in Problem-Based and Project-Based Learning (Table 5)

Abstract

Abstracts
Reflective practice is considered essential for helping teachers develop professional competence. This study focuses on the impact of science teachers' reflection on their lessons aimed toward making their classrooms social justice-oriented environments. Three experienced elementary science teachers were self-selected to participate in a case study about teacher-driven adaptations. The audio recording of their reflections on their classroom planning and enactment was transcribed and analyzed through thematic analysis. The findings showed that the participants gained knowledge of how identity and criticality work in their class, and through attending to students' understanding of some pursuits, the alignment of their lessons with Cultivating Genius Framework (Muhammad, 2020). Teachers enabling and constraining factors in making their classroom a social-justice-oriented environment were also discussed.

Authors

• Elizabeth Idowu Ayano, University of Georgia

• Emily Adah Miller, University of Georgia

• Ayça K. Fackler, University of Missouri