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Promoting Student Agency in Science Inquiry: A Self-Study of Relational Pedagogical Practices in Science Teacher Education

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Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research

Part of the book series: ASTE Series in Science Education ((ASTE))

Abstract

This self-study examines the extent to which relational pedagogy could be used as a means for sharing authority between instructor and students in an undergraduate science course required for elementary education majors. The purpose of this self-study was to examine personal assumptions about relational pedagogy – specifically, that relational pedagogy serves as a means for confronting the constraining regularities of a normative, homogenized science curriculum. Through this self-study, we explored how to enact relational pedagogy in ways that engaged students in meaningful discourse within scientific inquiry. Self-study methodology was appropriate to this study as our intention was to investigate and interrogate the alignment between personal assumptions and classroom practice, and to collaborate with students in doing so. Data were analyzed in two phases using thematic analysis. Findings indicate the potential for using feedback from students to shape the content and pacing of course curricula and providing meaningful opportunities to engage in science inquiry. However, negotiating the tensions in sharing discursive authority within an educational system dominated by power hierarchies is complex and requires ongoing examination of teacher-student roles. This study is important for informing efforts to foster egalitarian and inclusive science education.

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Author information

Authors and Affiliations

  1. Development Center for Educators, University of Delaware, Newark, DE, USA

    Amy Trauth-Nare Ph.D.

  2. Department of Curriculum and Instruction, Indiana University, Bloomington, IN, USA

    Gayle A. Buck Ph.D.

  3. Project Lead The Way, Inc., Indianapolis, IN, USA

    Nicole Beeman-Cadwallader Ph.D.

Authors
  1. Amy Trauth-Nare Ph.D.
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  2. Gayle A. Buck Ph.D.
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  3. Nicole Beeman-Cadwallader Ph.D.
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Corresponding author

Correspondence to Amy Trauth-Nare Ph.D. .

Editor information

Editors and Affiliations

  1. Department of Curriculum and Instruction, Indiana University, BLOOMINGTON, Indiana, USA

    Gayle A. Buck

  2. Department of Curriculum and Instruction, Indiana University, BLOOMINGTON, Indiana, USA

    Valarie L. Akerson

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Trauth-Nare, A., Buck, G.A., Beeman-Cadwallader, N. (2016). Promoting Student Agency in Science Inquiry: A Self-Study of Relational Pedagogical Practices in Science Teacher Education. In: Buck, G., Akerson, V. (eds) Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research. ASTE Series in Science Education. Springer, Cham. https://doi.org/10.1007/978-3-319-32447-0_3

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  • DOI: https://doi.org/10.1007/978-3-319-32447-0_3

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-32445-6

  • Online ISBN: 978-3-319-32447-0

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