Conceptual Infrastructures for Culturally Ambitious Science Development in Novice Teachers: Supporting Learning and Resistance

• In Event: AERA Roundtable Session Wednesday 2:30 pm Four Seasons Ballroom 4
  In Roundtable Session: Teacher Perspectives on and Experiences in Science Education (Table 4)

Abstract

This study investigates how novice elementary teachers conceptual change to implement instruction that challenges harmful traditional science instruction. Grounded in sociocultural learning and change theory, I analyze teachers' experiences as they navigate their unlearning and relearning towards culturally sustaining instruction. Findings reveal three key conceptual infrastructures supporting teachers' learning and resistance: culturally responsive oriented curricula; communities of practice; and development of teacher agency. This study proposes conceptual models illustrating how these infrastructures foster anti-racist and culturally sustaining pedagogies in science education. Thereby illuminating cognitive supports that focus on beginning teachers' development towards equitable and culturally ambitious instruction. By focusing on the conceptual infrastructures teachers need, I offer a pathway for reimagining teacher learning that centers cultural sustainability and social justice.

Author

• Christopher Mangogna, University of Washington