A(n) (Re)awakening: Preservice Teachers Connecting Their Culture to Science Teaching Along the U.S.-Mexico Border

• In Event: Innovations in Pre-Service Teacher Education: Supporting Equity, Language, and Global Citizenship

Abstract

This study explored how Latina/o preservice teachers in U.S.–Mexico border regions infused their cultural knowledge into STEM lesson planning. Through curriculum design based on Funds of Knowledge, participants re-examined science teaching through their own cultural capital. A qualitative comparative case study methodology was used with six Latina/o elementary preservice teachers from two Hispanic-Serving Institutions. Three key themes emerged. First, participants experienced a "reawakening," recognizing the scientific knowledge present in their families and communities. Second, they developed a stance toward sustaining intergenerational knowledge transfer. Finally, they cultivated teacher agency, making deliberate pedagogical decisions to integrate cultural knowledge. This research demonstrates that integrating culturally relevant pedagogy into teacher preparation can empower preservice teachers to create authentic, community-connected learning experiences in science.

Authors

• Angela Chapman, University of Texas - Rio Grande Valley

• William Medina Jerez, University of Texas - El Paso

• Janine M. Schall, University of Texas - Rio Grande Valley

• Uma Maheshwari Ganesan, University of Texas - Rio Grande Valley

• Mourat Tchoshanov, The University of Texas - El Paso

• Ruby Lynch-Arroyo, University of New Mexico

• Miriam M. Ortiz, University of Texas - Rio Grande Valley