Beginning teachers' knowledge-in-practice of multicultural science education. Issue 3 (2nd July 2020)

• Record Type: Journal Article
• Authors: Kye, Hannah
• Is Part Of: Journal for multicultural education. Volume 14:Issue 3/4(2020)
• Page Start: 189
• Page End: 207
• Publication Date: 2020-07-02
• Subjects: Teachers -- Multicultural -- Education; Multicultural education -- Periodicals; 370.11705
• DOI: 10.1108/JME-02-2020-0014
• Languages: English
• ISSNs: 2053-535X

Abstract

Abstract : 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.