科学教育的跨文化教学实践，以支持文化多样性课堂中的教师

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Teaching Education Pub Date : 2023-02-21 DOI:10.1080/10476210.2023.2167975

Julio César Tovar-Gálvez

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引用次数: 1

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Intercultural teaching practices for science education to support teachers in culturally diverse classrooms

ABSTRACT Science teachers in culturally diverse classrooms need support to plan and enact an inclusive relationship between the epistemology of science and traditional epistemologies. Two Intercultural Teaching Practices for Science Education (ITPSE) potentially solve this problem. The ITPSE are teaching supports that embody the ‘epistemological bridge’. The epistemological bridge is a didactic process through which teachers engage students in producing explanations of a phenomenon from different epistemologies. This study aims to discuss the design of the ITPSE using evidence of how a high school teacher uses them. The method is Design-Based Research to inform the ITPSE empirically. The analysis consists of a suite of a priori categories and identifying teacher performance patterns. Results reveal the need to redesign the ITPSE to support teachers in better connecting the content to the students’ learning output. Therefore, the ITPSE redesign includes an auxiliary framework and a new task.

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来源期刊

Teaching Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

6.20%

发文量

期刊介绍： Teaching Education is an interdisciplinary forum for innovative practices and research in teacher education. Submission of manuscripts from educational researchers, teacher educators and practicing teachers is encouraged. Contributions are invited which address social and cultural, practical and theoretical aspects of teacher education in university-, college-, and school-based contexts. The journal’s focus is on the challenges and possibilities of rapid social and cultural change for teacher education and, more broadly, for the transformation of education. These challenges include: the impact of new cultures and globalisation on curriculum and pedagogy; new collaborations and partnerships between universities, schools and other social service agencies; the consequences of new community and family configurations for teachers’ work; generational and cultural change in schools and teacher education institutions; new technologies and education; and the impact of higher education policy and funding on teacher education. Manuscripts addressing critical and theory-based research or scholarly reflections and debate on contemporary issues related to teacher education, will be considered. Papers should attempt to present research, innovative theoretical and/or practical insights in relevant current literature and debate.