Access, Dissent, Ethics, and Politics: Pre-service Teachers Negotiating Conceptions of the Work of Teaching Science for Equity

• Published in: Cognition and instruction Vol. 39; no. 1; pp. 35 - 64
• Main Authors: Morales-Doyle, Daniel, Varelas, Maria, Segura, David, Bernal-Munera, Marcela
• Format: Journal Article
• Language: English
• Published: Philadelphia Routledge 02.01.2021; Taylor & Francis Ltd
• Subjects: Access to Education; Case Studies; Classroom Techniques; Course Content; Criticism; Dissent; Educational Practices; Equal Education; Ethics; Ideology; Justice; Masters Programs; Oppression; Politics of Education; Power Structure; Preservice Teacher Education; Preservice Teachers; Professional Autonomy; Relevance (Education); Science education; Science Instruction; Science Teachers; Secondary School Teachers; Social Structure; Sociopolitical factors; Student Attitudes; Teacher education; Teacher Education Programs; Teacher Improvement; Teaching
• ISSN: 0737-0008; 1532-690X
• DOI: 10.1080/07370008.2020.1828421

This study examines the development of secondary preservice science teachers' (PSTs') sociopolitical understandings in the context of a yearlong, masters-level, justice-oriented teacher education program. It articulates a theoretical perspective regarding teachers' conceptions of the work-of-teaching in terms of pedagogical and disciplinary commitments. These conceptions are ideological links between classroom practices and teachers' understanding of the sociopolitical context of their work. Teachers' conceptions include how they view their and their students' agency to gain access to enabling structures or dissent against oppressive structures that contribute to inequity in science education. The embedded case study design with 10 PSTs draws on various data sources from three time periods, and several types of experiences, in the teacher education program. A focus on four cases illustrates how PSTs rearticulated ideological committments in ways that have direct implications for the development of their practice and also connections to the content areas they teach. One case reinforces that teachers may begin to reject deficit views and embrace their agency by learning about the ways in which racism structures society. Another case shows how PSTs' political clarity may be pushed in the direction of understanding multiple forms of oppression as structural. Together, the four cases illuminate an ideological component to content area teaching, or content area considerations in teachers' ideological committments. Science teachers may develop sophisticated views of their work by analyzing their disciplines and curriculum as structures that are subject to the same critiques levied against other social structures. While PSTs did not feel that justice-centered pedagogies were within their full reach at the end of the program, they moved from aiming to demonstrate to students the utility, value, and importance of content areas toward exploring the relevance of the content areas with students.