片段：通过讲故事和在社区中与科学教师探讨批判性反思

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Science Teacher Education Pub Date : 2023-07-04 DOI:10.1080/1046560X.2023.2169304

Stefanie L. Marshall

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引用次数: 0

摘要

摘要：本研究探讨了讲故事如何引导参与专业学习社区的中学科学教师的批判性反思。传统上，讲故事在黑人社区被用来“教会人们了解自己”。作者讲述种族故事是为了记住、想象和思考可能发生的事情，想象新的可能性。通过叙事个案分析，作者通过两位科学教育工作者的叙事来审视他们的过去、现在和未来。作者认为，批判性意识对于教师来说是必要的，因为他们渴望支持不同学习者的需求。

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In Pieces: An Approach to Critical Reflexivity with Science Teachers through Storytelling and in Community

ABSTRACT This study examines how storytelling can guide the critical reflexivity of secondary science teachers engaged in a professional learning community. Traditionally, storytelling has been used in Black communities to “teach the people to know themselves.” The author engages in racial storytelling to remember, envision and consider what could have been, to imagine new possibilities. Through narrative case study analysis, the author examines two science educators' past, present, and futures through their narratives. The author asserts that critical consciousness is necessary for teachers as they aspire to support the needs of diverse learners.

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来源期刊

Journal of Science Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.90

自引率

10.50%

发文量

期刊介绍： Journal of Science Teacher Education (JSTE) is the flagship journal of the Association for Science Teacher Education. It serves as a forum for disseminating high quality research and theoretical position papers concerning preservice and inservice education of science teachers. The Journal features pragmatic articles that offer ways to improve classroom teaching and learning, professional development, and teacher recruitment and retention at pre K-16 levels.