Supporting Virtual STEM Micro-Teaching Experiences: Abolitionist Teaching and Research-Practice Partnerships

• In Event: AERA Roundtable Session 5
  In Roundtable Session: Teaching Content in Context: Knowledge of Learners, Communities, and Learning

Abstract

In this paper, we share an approach to address systemic racism by highlighting a research-practice partnership [RPP] effort between a university and STEM program (STARS*) to understand the extent to which centering abolitionist teaching and emancipatory practices in a science methods course supported teacher candidates’ virtual microteaching experiences. This study’s conceptual framework put research-practice partnership (Penuel & Gallagher, 2017) in conversation with abolitionist teaching (Love, 2019) and community cultural wealth (Yosso, 2005) to explore access to STEM teaching and learning. We highlight the experiences of four secondary science teacher candidates through an embedded single case study. Data sources included observation field notes, microteaching reflections, semi-structured individual interviews, and lesson plans, which were analyzed using constructivist grounded theory approaches (Charmaz, 2017).

Authors

• Vanessa Nizeyimana Louis, Georgia State University

• Natalie S. King, Georgia State University