Agency, Identity, and Social Justice Education: Preservice Teachers’ Thoughts on Becoming Agents of Change in Urban Elementary Science Classrooms

Moore, Felicia M.

doi:10.1007/s11165-007-9065-6

Cited by 89 publications

(60 citation statements)

References 26 publications

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“…In particular, preservice teachers need to better understand and develop culturally responsive teaching practices that draw on their diverse students' Discourses, funds of knowledge, and repertoires of practice (Calabrese- Barton, Gunckel, Covitt, & McLaughlin, 2007;LaVan, 2006;Moore, 2008). Furthermore, preservice teachers can also begin learning how to be reflective practitioners by conducting inquiry on their own teaching (van Zee, 2007).…”

Section: Summary and Future Directionsmentioning

confidence: 99%

“…In addition to these ideas for designing effective approaches for elementary preservice teachers, there are other important and innovative approaches that need to be considered in thinking about effective methods for elementary preservice science teaching. In particular, preservice teachers need to better understand and develop culturally responsive teaching practices that draw on their diverse students' Discourses, funds of knowledge, and repertoires of practice (Calabrese- Barton, Gunckel, Covitt, & McLaughlin, 2007;LaVan, 2006;Moore, 2008). Furthermore, preservice teachers can also begin learning how to be reflective practitioners by conducting inquiry on their own teaching (van Zee, 2007).…”

Section: Summary and Future Directionsmentioning

confidence: 99%

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Developing preservice elementary teachers' knowledge and practices through modeling‐centered scientific inquiry

Schwarz

2009

Science Education

130

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Preservice elementary teachers face many challenges in learning how to teach science effectively, such as engaging students in science, organizing instruction, and developing a productive learning community. This paper reports on several iterative cycles of design-based research aimed at fostering preservice teachers' principled reasoning around these problems of practice through modeling-centered scientific inquiry. The first design cycle introduced preservice teachers to modeling and simulation software tools in an effort to advance their understanding of science and technology; the second used an instructional framework embodying modeling-centered inquiry to advance their views of effective science teaching and their lesson-planning practices; the third engaged preservice teachers in analyzing and modifying curriculum materials using reform-based criteria to foster effective curriculum materials use. Outcomes from these iterations indicate that the preservice teachers were most likely to advance their knowledge and practices within a coherent approach that focused on a core scientific practice such as modeling-centered inquiry, provided opportunities to unpack and apply robust tools such as reform-based instructional frameworks, and addressed their perceived problems of practice. The findings from this set of approaches are compared to others in an effort to point toward promising future directions for effective science teacher education.

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Section: Summary and Future Directionsmentioning

confidence: 99%

Section: Summary and Future Directionsmentioning

confidence: 99%

Developing preservice elementary teachers' knowledge and practices through modeling‐centered scientific inquiry

Schwarz

2009

Science Education

130

View full text Add to dashboard Cite

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“…Like Mahatma Gandhi, he made a big change, and John Lennon, with his music he had his way to change, and in Bolivia there are so many men who did a lot as well" (18:13). While situated in a completely different context, I find it useful to draw from Moore's (2008) study on how pre-service teachers in New York would sometimes have "illusions of grandeur" to the effects they will have beyond their classrooms, as they have no clear idea (yet) of what types of opposition they might face and they are unsure how to go about achieving this. Moore (2008, p. 206) therefore argues that teacher education programmes need to provide a better informed definition of social justice understandings in their subject teaching, as well as a better understanding of the ideological nature of schooling and science, and the role of teachers within them.…”

Section: Teacher Students' Perceptions On Being An Agent Of Changementioning

confidence: 99%

Bolivian Teachers’ Agency: Soldiers of Liberation or Guards of Coloniality and Continuation?

Cardozo

2015

EPAA

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Citation: Lopes Cardozo, M. T. A. (2015). Bolivian teachers' agency: Soldiers of liberation or guards of coloniality and continuation? Education Policy Analysis Archives, 23(4). http://dx.doi.org/10.14507/epaa.v23.1713Abstract: This paper investigates the problems and promises of teachers' agency associated with Bolivia's current "decolonising" education reform. The Avelino Siñani Elizardo Pérez (ASEP) education reform is part of a counter-hegemonic and anti-neoliberal policy that aims to advance the political project of the government of Evo Morales, with teachers as its most strategic leading card. The article draws on theoretical insights from the Strategic Relational Approach (SRA) and applies this frame to analyse teachers' agency for change in Bolivia's contemporary socio-political context. This framework allows for a critical reflection of current discourses and educators' efforts to decolonize the education system, in a context of political and societal tensions and inequalities. The article argues that the current political discourse and socio-political changes open up some spaces for teachers' agency. However, the reality in rather conservative teacher education institutions and schools, together with teachers' daily struggle for survival, provide serious constraints for teachers to become "committed or transformative intellectuals". Keywords: teachers; agency; Bolivia; decolonisation; reform; teacher education El sentido de "agencia" de los profesores bolivianos: ¿soldados de la liberación o guardianes del colonialismo y continuismo? Resumen: Este artículo investiga los problemas y los potenciales para la agencia de los profesores asociados con la actual reforma "descolonizadora" de la educación en Bolivia. La reforma educativa Avelino Siñani Elizardo Pérez (ASEP) es parte de una política contrahegemónica y anti-neoliberal epaa aape Education Policy Analysis Archives Vol. 20 23 No. 4 2 que tiene como objetivo expandir el avance del proyecto político de Evo Morales, con los profesores como su principal apuesta estratégica. El artículo se basa en los aportes teóricos del Enfoque Relacional estratégico (ERE, SRA en este artículo) y aplica este marco en el análisis de la agencia de los profesores para cambiar el contexto socio-político contemporáneo de Bolivia. Este marco permite una reflexión crítica de los actuales discursos y los esfuerzos de los educadores por descolonizar el sistema educativo, en un contexto de tensiones y desigualdades políticas y sociales. El artículo sostiene que el actual discurso político y los cambios socio-políticos abren ciertos espacios para la agencia de los profesores. No obstante, el conservadurismo de las instituciones de formación y escuelas, junto con la lucha diaria de los profesores por sobrevivir, ofrecen serias restricciones a los profesores para convertirse en "intelectuales comprometidos o trasformadores". Palabras-clave: Profesores; agencia; Bolivia; descolonización; reforma; formación del profesorado O senso de "agência" dos professores Bolivianos: soldados ...

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“…Still, we learn from the eight students in this study that their capacity to make or transform their lives requires support from schools, homes, and the surrounding community (i.e., food establishments) to provide additional support and encouragement for students to realize their goals for healthier lifestyles. This idea is important to reflect upon, arguing that agency is contextual and complex; that students may feel agentic in one aspect of their lives and not so much in another because “their identity in the moment” (Moore, 2008) as teenagers makes them feel less agentic in making change in their environments. In another way, they need to be seen as more than just teenagers (referring to Elsa and Claire's comments) but as responsible young people who are scientifically knowledgeable and can make productive contributions to society for change.…”

Section: Implications and Conclusionmentioning

confidence: 99%

Extending science beyond the classroom door: Learning from students' experiences with the Choice, Control and Change (C3) curriculum

et al. 2012

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This article describes the experiences of seventh‐grade students living in high poverty areas of New York City who participated in the Choice, Control and Change (C3) science curriculum. Data were collected from eight case study students in the form of individual interviews, classroom observations, and student artifacts. Analysis of these data revealed that students were able to extend their C3 science understandings beyond the classroom door by developing and expressing science agency in the following ways: (1) critically analyze the conditions of their food environment, (2) purposefully make healthier choices, and (3) expand the food and activity options available to themselves and others. Through participation in the C3 curriculum, and the science content and practices addressed therein, students began to view their worlds with a more critical mindset and to devise ways to transform themselves and the conditions of their own and others' lives. Based on the findings, we propose taking a closer look at how we might create meaningful and relevant learning opportunities for students through connecting school science with issues of personal and social significance in students' lives outside of school. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 49: 244–269, 2012

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Agency, Identity, and Social Justice Education: Preservice Teachers’ Thoughts on Becoming Agents of Change in Urban Elementary Science Classrooms

Cited by 89 publications

References 26 publications

Developing preservice elementary teachers' knowledge and practices through modeling‐centered scientific inquiry

Developing preservice elementary teachers' knowledge and practices through modeling‐centered scientific inquiry

Bolivian Teachers’ Agency: Soldiers of Liberation or Guards of Coloniality and Continuation?

Extending science beyond the classroom door: Learning from students' experiences with the Choice, Control and Change (C3) curriculum

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