A case study of science teacher candidates’ understandings and actions related to the culturally responsive teaching of ‘Other’ students
Mary M. Atwater, Tonjua B. Freeman, Malcolm B. Butler, Jessie Draper-Morris
More Detail

Abstract

The purpose of this explanatory case study using critical theory as a philosophical lens was to focus on two science teacher candidates‘ understandings of Otherness and their culturally responsive teaching  (or the lack thereof) of students they believe are the ‗Others‘. The researchers found that even though the participants had different goals for their students, they were not responsive to some of their students because of the students‘ culture, race, and/or ethnicity. Both of the participants believed their science teacher education program had shortcomings and did not provide all of the needed experiences for them to be successful in their science teaching of the 'Other‘ students.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2010, Volume 5, Issue 3, 287-318

https://doi.org/10.29333/iejme/256

Publication date: 10 Jul 2010

Article Views: 2437

Article Downloads: 1805

Open Access References How to cite this article