Educating science teachers for the sociocultural diversity of urban schools
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.Get Access
This interpretive study of the preparation of science teachers for urban high schools explored the extent to which learning to teach was facilitated by the methods courses, cooperating teachers and university supervisors. Because the methods course was minimally effective in addressing the needs of teaching low track students from conditions of poverty the methods instructor, Tobin, decided to be a teacher-researcher with such students. He joined Smith, a student teacher and Seiler, a doctoral student, in an investigation that examined learning to teach in a graduate teacher preparation program. In an endeavour to gain a first hand grasp on the challenges of teaching African American students placed in a low track program of study the three authors of this paper co-taught science in an urban high school. The paper incorporates rich perspectives gained from the teacher-researchers and theoretical frameworks associated with resistance, habitus and learning to teach by co-teaching. The paper advocates co-teaching as an essential component of teacher education programs.
- Agre, P., Horswill, I. (1997) Lifeworld analysis. Journal of Artificial Intelligence Research 6: pp. 111-145
- Science for all Americans: Project 2061. AAAS, Washington, DC
- Anyon, J. (1981) Social class and school knowledge. Curriculum Inquiry 10: pp. 55-76
- Anyon, J. (1997) Ghetto schooling: A political economy of urban educational reform. Teachers College Press, New York
- Atwater, M. (1996) Social constructivism: Infusion into the multicultural science education research agenda. Journal of Research in Science Teaching 33: pp. 821-838 CrossRef
- Barton, A. C. (1998) Teaching science with homeless children: Pedagogy, representation, and identity. Journal of Research in Science Teaching 35: pp. 379-394 CrossRef
- Barton, A. C. (1998) Reframing “science for all” through the politics of poverty. Educational Policy 12: pp. 525-541
- Bateson, G. (1980) Mind and nature: A necessary unity. Bantam Books, Toronto
- Bateson, G., Bateson, M. C. (1987) Angels fear: Towards an epistemology of the sacred. Bantam Books, Toronto
- Bourdieu, P. (1992) Language and symbolic power. Harvard University Press, Macbridge, MA
- Bourdieu, P. (1997) Méditations pascaliennes. Seuil, Paris
- Derrida, J. (1982) The ends of man. Margins of philosophy. University of Chicago Press, Chicago
- Diver-Stamnes, A. (1995) Lives in the balance: Youth, poverty, and education in Watts. SUNY Press, New York
- Ebert, C. (1997) A new institution: The emerging educational community in an effective professional development school. Action in Teacher Education 19: pp. 55-62
- Fine, M. (1991) Framing dropouts: Notes on the politics of an urban public high school. State University of New York Press, Albany
- Kahle, J. B., Meece, J. Research on girls in science lessons and applications. In: Gabel, D. eds. (1994) Handbook of research in science teaching and learning. Macmillan, New York, pp. 542-556
- Lave, J. (1988) Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge University Press, Cambridge
- Lemke, J. L. (1990) Talking science: Language, learning and values. Ablex Publishing, Norwood, NJ
- Levine, M. (1997) Can professional development schools help us achieve what matters most?. Action in Teacher Education 19: pp. 63-73
- Merleau-Ponty, M. In: Silverman, H. J., Barry, J. eds. (1992) Texts and dialogues. Humanities Press, New Jersey
- National science education standards. National Academy Press, Washington, DC
- Newmann, F. (1992) Student engagement and achievement in American secondary schools. Teachers College, Columbia University, New York
- Oakes, J. (1985) Keeping track: How schools structure inequality. Yale University Press, New Haven
- Page, R. N. (1991) Lower track classrooms: A curricular and cultural perspective. Teacher's College Press, Columbia University, New York
- Ricoeur, P. (1992) Oneself as another. University of Chicago Press, Chicago
- Rodriguez, A. J. (1997) The dangerous discourse of invisibility: A critique of the National Research Council's national science education standards. Journal of Research in Science Teaching 34: pp. 19-37 CrossRef
- Roth, W.-M. (1998) Science teaching as knowledgeability: A case study of knowing and learning during co-teaching. Science Education 82: pp. 357-377 CrossRef
- Roth, W.-M. Teaching and learning as everyday activity. In: Fraser, B. J., Tobin, K. eds. (1998) International handbook of science education. Kluwer Academic Publishing, Dordrecht, Netherlands, pp. 169-181
- Roth, W.-M., Bowen, G. M., Boyd, N., Boutonné, S. Coparticipation as mode for learning to teach science. In: Gibbons, S., Anderson, J. eds. (1998) Connections '98. University of Victoria, Victoria, BC
- Roth, W.-M., Boyd, N. (1999) Coteaching, as colearning, in practice. Research in Science Education 29: pp. 51-67
- Roth, W.-M., & Désautels, J. (in press). Demystifying epistemology.Cybernetics & Human Knowing.
- Roth, W.-M., Lawless, D., & Tobin, K. (1999). Time to teach: Toward a praxeology of teaching. Submitted toCanadian Journal of Education.
- Roth, W.-M., Masciotra, D., & Boyd, N. (in press). Becoming-in-the-classroom: A case study of teacher development through coteaching.Teaching and Teacher Education.
- Roth, W-M., & Tobin, K. (1999, submitted). Toward an epistemology of teaching as practice.Journal of Research in Science Teaching.
- Roth, W-M., Tobin, K., Ritchie, S. (1998) Re/constructing elementary science. Teachers College Press, New York
- Rothstein, S. W. The nature of pedagogy. In: Rothstein, S. W. eds. (1993) Handbook of schooling in urban American. Greenwood Press, Westport, CT, pp. 287-295
- Seiler, G. (1999) The roles of the cooperating teacher in constraining opportunities to learn to teach. The University of Pennsylvania, Philadelphia, PA
- Sharrock, W., Button, G. The social actor: Social action in real time. In: Button, G. eds. (1991) Ethnomethodology and the human sciences. Cambridge University Press, Cambridge, pp. 137-175
- Tobin, K. Sociocultural perspectives on the teaching of science. In: Fraser, B. J., Tobin, K. eds. (1998) International handbook of science education. Kluwer Academic Publishers, Dordrecht, The Netherlands, pp. 129-152
- Tobin, K. (1998) Qualitative perceptions of learning environments on the world wide web. Learning Environment Research: An International Journal 1: pp. 139-162 CrossRef
- Tobin, K. (1999a, January).Learning to teach science in urban settings. Paper presented at the annual meeting of the Association for the Education of Teachers of Science, Dallas, TX.
- Tobin, K. (1999) Learning to teach by coparticipating within and between diverse communities. Invited keynote address at Science Teacher Education Toward the New Millenium, Technion, Israel Institute of Technology, Haifa, Israel
- Taylor, P., Gilmer, P., & Tobin, K. (Eds). (submitted).Transforming undergraduate science teaching: Social constructivist perspectives. Dordrecht, The Netherlands: Kluwer.
- Varlea, F. J. The re-enchantment of the concrete: The biological ingredients for a nouvelle cognitive science. In: Steele, L., Brooks, R. eds. (1995) The artificial life route to artificial intelligence: Building embodied, situtated agents. Lawrence Erlbaum Associates, Hillsdale, NJ, pp. 11-22
- Weiner, L. (1993) Preparing teachers for urban schools: Lessons from thirty years of school reform. Teachers College Press, New York
- Willis, P. (1977) Learning to labor: How working class kids get working class jobs. Columbia University Press, New York
- Yerrick, R. (1998) Reconstructing classroom facts: Transforming lower track science classrooms. Journal of Science Teacher Education 9: pp. 214-270 CrossRef
- Yerrick, R. (in press). Re-negotiating the discourse of lower track high school students.Research in Science Education.
- Educating science teachers for the sociocultural diversity of urban schools
Research in Science Education
Volume 29, Issue 1 , pp 69-88
- Cover Date
- Print ISSN
- Online ISSN
- Kluwer Academic Publishers
- Additional Links