Collaborative Teacher Learning of Equitable Approaches to Science Education

• In Event: Research in Progress Roundtable Session 2
  In Invited Roundtable: Equity in Teaching and Leadership Practices Across Educational Contexts (Table 7)

Abstract

This study will explore how science teachers engage in collaborative professional learning within the structures and contexts in which they work, and how science teachers shift their conceptions of teaching as they attend to equity and justice in their practice. I will work with two teams of science teachers from two middle schools to investigate how they grapple with their district's literacy and equity-focused initiatives for teacher improvement. I will complete case studies demonstrating the conceptual resources teachers draw from to guide their pedagogical judgments when working in professional learning communities. I will use classroom observations to investigate how teachers’ learning impacts their classroom practice.

Author

• Matt Stewart, University of Washington