TY - JOUR
T1 - Beginning teachers’ knowledge-in-practice of multicultural science education
AU - Kye, Hannah
PY - 2020
Y1 - 2020
N2 - Purpose: This paper aims to describe the results of a qualitative case study of three beginning elementary teachers’ knowledge-in-practice of multicultural science education. Design/methodology/approach: Data included interviews, focus group discussions, audio-recorded lessons and daily field notes through the course of a month-long summer science program. Data were coded deductively using a framework of receptivity and resistance, and then coded inductively to determine themes within each category of data. Findings: Analysis revealed three key elements of teachers’ knowledge-in-practice: positive perceptions of teaching for social justice, practices that overlooked students’ perspectives and practices that discounted race and culture in science. Originality/value: Insights from this case study respond to the well-documented need to address the gap between knowledge and practice in multicultural science education by revealing potential roadblocks and guideposts useful for bridging this gap.
AB - Purpose: This paper aims to describe the results of a qualitative case study of three beginning elementary teachers’ knowledge-in-practice of multicultural science education. Design/methodology/approach: Data included interviews, focus group discussions, audio-recorded lessons and daily field notes through the course of a month-long summer science program. Data were coded deductively using a framework of receptivity and resistance, and then coded inductively to determine themes within each category of data. Findings: Analysis revealed three key elements of teachers’ knowledge-in-practice: positive perceptions of teaching for social justice, practices that overlooked students’ perspectives and practices that discounted race and culture in science. Originality/value: Insights from this case study respond to the well-documented need to address the gap between knowledge and practice in multicultural science education by revealing potential roadblocks and guideposts useful for bridging this gap.
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U2 - 10.1108/JME-02-2020-0014
DO - 10.1108/JME-02-2020-0014
M3 - Article
AN - SCOPUS:85087571493
JO - Journal for Multicultural Education
JF - Journal for Multicultural Education
SN - 2053-535X
ER -