How One Preservice Teacher of Color Engages in Antiracist Teaching in Kindergarten Science

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Abstract

This study is part of a multi-year, longitudinal project that focuses on how preservice and early career elementary teachers learn to engage in equity- and justice-oriented science teaching.
The research questions that are the focus of this paper are: How does one preservice teacher of Color in a justice-oriented teacher preparation program think about and enact teaching science? and, How does antiracist teaching show up in her work, if at all? Lesson plans, video enactments of teaching and semi-structured interviews were conducted, collected and analyzed to address these questions. The analysis in this paper highlights how one preservice teacher of Color took up ideas about teaching science equitably that she encountered in her teacher preparation program.

Author

• Victoria Pérez Nifoussi, University of Michigan