Organizational Structures and Mental Models Enabling Preservice Teachers’ Culturally Relevant Science Teaching: A Conceptual Framework

• In Event: Complexities in Preservice Science Teacher Learning and Practice

Abstract

This conceptual paper offers important insight regarding preservice teachers’ meaningful implementation of Culturally Relevant Science Teaching during their student teaching practicums. The first author collaborated with two elementary education master’s students (second and third authors) to develop a conceptual framework that details their decision-making through the lens of organizational theory. This lens allowed the authors to illuminate the organizational structures and mental models that facilitated their implementation of this equity-oriented form of pedagogy at this novice stage in their careers. We generated a conceptual framework that asserts six organizational structures (three in their teacher education program and three in their student teaching placement schools) coupled with four mental models developed during teacher preparation that facilitated their implementation of equity-oriented instruction.

Authors

• Britney L. Jones, Fairfield University

• Fiona Brady, Fairfield University

• Joanna Dalton, Fairfield University