Teacher Responsiveness that Promotes Equity in Secondary Science Classrooms

IF 2.3 1区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

Cognition and Instruction Pub Date : 2021-09-06 DOI:10.1080/07370008.2021.1972423

Hosun Kang

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引用次数: 18

Abstract

Abstract This study aims to deepen our understanding of teaching, specifically the role of teachers’ responsiveness in promoting equity in secondary science teaching. To build a conceptual argument—that teachers’ responsiveness expands the opportunity to learn for students from historically marginalized communities—I explore one high school science teacher’s classroom instruction using multiple forms of data collected over 2 academic years. The teacher worked with students from Latinx, immigrant, and low-income communities. The data were analyzed focusing on both describing observable teaching behaviors and interpreting their meanings in relation to students’ opportunity to learn. The analysis showed that a “responsive” teacher who expanded students’ opportunity to learn attended to students’ identities, historical relationships, struggles, and ideas. The teacher addressed students’ relational challenges in participating in disciplinary practices at the stages of both planning and instruction while working against settled hierarchies, cultures, and ideologies reflected in dominant discourses. The theoretical significance and methodological complexity inherent in recognizing teachers’ responsiveness for equity are discussed.

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促进中学科学课堂公平的教师反应性

摘要本研究旨在加深我们对教学的理解，特别是教师反应能力在促进中等科学教学公平中的作用。为了建立一个概念论点，即教师的反应能力扩大了来自历史上边缘化社区的学生的学习机会，我使用两年来收集的多种形式的数据，探讨了一位高中科学教师的课堂教学。这位老师与来自拉丁裔、移民和低收入社区的学生合作。对数据进行了分析，重点是描述可观察的教学行为，并解释其与学生学习机会的关系。分析表明，一位“反应灵敏”的教师会扩大学生的学习机会，关注学生的身份、历史关系、斗争和思想。这位教师解决了学生在计划和教学阶段参与学科实践的关系挑战，同时反对主流话语中反映的既定等级制度、文化和意识形态。讨论了承认教师对公平的回应所固有的理论意义和方法复杂性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Cognition and Instruction Multiple-

CiteScore

7.90

自引率

12.10%

发文量

期刊介绍： Among education journals, Cognition and Instruction"s distinctive niche is rigorous study of foundational issues concerning the mental, socio-cultural, and mediational processes and conditions of learning and intellectual competence. For these purposes, both “cognition” and “instruction” must be interpreted broadly. The journal preferentially attends to the “how” of learning and intellectual practices. A balance of well-reasoned theory and careful and reflective empirical technique is typical.