Bridging Funds of Knowledge With Science Discourse: Examining Organizational Contexts That Shaped Teachers’ Agency (Poster 31)

• In Event: Saturday Poster Sessions 7:45 am
  In Poster Session: Fostering Inclusive Research-Practice Partnerships: Empowering Student, Educator, and Teacher Voice Across Educational Contexts

Abstract

This study investigated the ways urban middle school science teachers’ organizational contexts influenced their ability to identify and leverage minoritized students’ funds of knowledge (FoK) to build scientific understandings through hybrid discourse. Thirteen teachers participated in lesson study teams to increase discourse. We used multiple case study methodology (Stake, 1995) and applied the Instructional Capacity Framework (Hayes et al., 2020) and the concept of teacher agency (e.g., Priestly et al., 2015) to analyze interview and focus group transcripts. Results suggest teams differed in the degree to which they took up hybrid discourses and differences result from teams’ perspectives on the value of students’ FoK, the sense of agency built through lesson study, and teachers’ reflexivity.

Authors

• Erin K. Hogan, University of Louisville

• Christine Lee Bae, Virginia Commonwealth University