RETRACTED ARTICLE: Two Sides of the Same Coin: Preservice Teachers’ Dispositions Towards Critical Pedagogy and Social Justice Concerns in Rural and Urban Teacher Education Contexts

Becoming an urban science teacher: How beginning teachers negotiate contradictory school contexts

“…While many studies in science education have identified teachers' cultural competence, or rather lack of cultural competence, as a divisive factor negatively impacting teacher effectiveness in urban settings (e.g., Han et al, ; Ye, Varelas, & Guajardo, ), the present study illuminates the influence of power and politics on the instruction of these novice science teachers. Felicia, Gabriel, Sara, and Alan entered their urban schools with a political awareness and a critical lens that allowed them to deconstruct policies rather than compromise their values.…”

“…Research also indicates science teachers may experience a mismatch between their preparation and the urban school context. Preparation programs for science education, particularly at the secondary level, tend to emphasize content knowledge and the “technical knowledge of teaching,” without attention to practices essential to being effective educators in urban schools (Han, Madhuri, & Scull, ; Rivera Maulucci, ). Moreover, research indicates new science teachers tend to implement practices that prioritize transmission of knowledge and compliance, regardless of their experiences in teacher preparation due to school‐based instructional norms (Han et al, ; Munby et al, ; Rodriguez, ).…”

“…Preparation programs for science education, particularly at the secondary level, tend to emphasize content knowledge and the “technical knowledge of teaching,” without attention to practices essential to being effective educators in urban schools (Han, Madhuri, & Scull, ; Rivera Maulucci, ). Moreover, research indicates new science teachers tend to implement practices that prioritize transmission of knowledge and compliance, regardless of their experiences in teacher preparation due to school‐based instructional norms (Han et al, ; Munby et al, ; Rodriguez, ). For example, Rodriguez () found a new science teacher trained in social justice, inquiry‐based teaching methods felt pressure to succumb to the institutional norm of “school science,” including more memorization of technical vocabulary, which did not reflect the pre‐service program's perspective of hands‐on, student‐centered science instruction.…”

“…As described by Feiman‐Nemser () “[t]he first years of teaching are an intense and formative time in learning to teach, influencing not only whether people remain in teaching but what kind of teacher they become,” (p. 1026). Research indicates new science teachers tend to socialize into school instructional norms regardless of the values and experiences promoted in preparation (Han et al, ; Rivera Maulucci, ; Rodriguez, ).…”

Disability and the Meaning of Social Justice in Teacher Education Research: A Precarious Guest at the Table?

“…Twelve studies included lists of social markers of identity related to preparing teachers for social justice—naming identity markers such as race, class, ethnicity, language, sexual orientation, or less often religion—but always omitting disability (Chubbuck, 2008; Chubbuck & Zembylas, 2008; Han et al, 2015; Hyland, 2010; Kelly-Jackson, 2015; Kraehe & Brown, 2011; Price, 2001; Rivera Maulucci, 2008, 2013; Sevier, 2005; Skerrett, 2010; Tinkler et al, 2014). Disability was not communicated as fundamental to the conceptualization of social justice driving these inquiries, nor as critical to preparing teachers for overcoming inequity.…”