Cultural Studies of Science Education

, Volume 5, Issue 3, pp 649–663 | Cite as

Roles, caring and learning to teach science

  • David Geelan
  • Felicia Moore Mensah
  • Jrène Rahm
  • Maria Rivera Maulucci


Classroom narratives and stories are rich and powerful in offering deep insights into classrooms and the reality of teaching—a reality critically re-examined in this forum. Discussing Maria’s narratives led to reflections about what it takes to support teachers to become agents of more equitable science practices. Factors such as time and identity-work are key dimensions of the authors’ struggle, but they also address understanding students in profound ways. The ways in which contradictions at different levels in the educational system can become sources of growth, reflection and action are discussed; yet no simple answers follow. Teaching and becoming a teacher are best understood as life-long processes of reflection and action and as political acts that entail challenging many boundaries. They also involve putting oneself into vulnerable roles and positions. This dialogue opens up many questions about how we can collaborate, guide and support both novices and experienced professionals in education as researchers, science staff developers, and teacher educators. It seeks to support the on-going quest to make science education authentic and equitable.


Narrative Beginning teacher development Understanding youth Positionality 


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Copyright information

© Springer Science+Business Media B.V. 2010

Authors and Affiliations

  • David Geelan
    • 1
  • Felicia Moore Mensah
    • 2
  • Jrène Rahm
    • 3
  • Maria Rivera Maulucci
    • 4
  1. 1.Faculty of EducationUniversity of QueenslandBrisbaneAustralia
  2. 2.Department of Mathematics, Science and Technology, Teachers CollegeColumbia UniversityNew YorkUSA
  3. 3.Faculté des sciences de l’éducation, Département de psychopédagogie et d’andragogieUniversité de MontréalMontréalCanada
  4. 4.Education Department, 336B Milbank HallBarnard CollegeNew YorkUSA

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