Confronting assumptions, biases, and stereotypes in preservice teachers' conceptualizations of science teaching through the use of book club

Felicia Moore Mensah

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Confronting assumptions, biases, and stereotypes in preservice teachers' conceptualizations of science teaching through the use of book club

机译：通过使用读书俱乐部，在职前教师对科学教学的概念化中面临的假设，偏见和陈规定型观念

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This study focuses on the structure and theoretical foundations of the book club for promoting multicultural understandings in science teacher education. The book club was defined as an informal, peer-directed group discussion that met regularly to discuss an ethnographic, multicultural text regarding issues pertinent to science teaching and learning in urban classrooms. Twenty-three preservice teachers (PSTs) enrolled in a 16-week elementary science methods course at a large urban university participated in the study. From the qualitative analyses of PSTs' written reflections and researcher journal notes, five themes which emphasize Individual, Collaborative, and Collective learning are presented. These findings highlight how the book club structure and theoretical foundation fostered critical, reflective inquiry and served as a method for effecting ideological change which is needed in order to embrace issues of diversity in urban science education. Implications for science teacher education concerning the relevancy of pedagogical strategies, the use of multiple theoretical perspectives, and the book club as a strategy in teacher education and urban education are discussed. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 1041-1066, 2009

机译：本研究的重点是读书俱乐部的结构和理论基础，以促进科学教师教育中的多元文化理解。读书俱乐部的定义是一个非正式的，由同伴指导的小组讨论，定期举行会议，讨论与城市教室科学教学有关的人种学，多元文化文本。在大型城市大学参加为期16周的基础科学方法课程的23名职前教师（PST）参加了该研究。通过对PST的书面思考和研究人员的日记笔记进行定性分析，提出了五个主题，分别强调个人学习，协作学习和集体学习。这些发现突显了读书俱乐部的结构和理论基础如何促进批判性，反思性的探究，并成为实现思想变革的一种方法，这种思想变革需要纳入城市科学教育中的多样性问题。讨论了对科学教师教育的启示，涉及教育策略的相关性，多种理论观点的使用以及将书俱乐部作为教师教育和城市教育的一种策略。 ©2009 Wiley Periodicals，Inc. J Res Sci授课46：1041-1066，2009

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《Journal of Research in Science Teaching》 |2009年第9期|1041-1066|共26页
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Felicia Moore Mensah;
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Department of Mathematics, Science & Technology, Teachers College, Columbia University, 525 W 120th Street, Box 210, New York, New York 10027;

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Confronting assumptions, biases, and stereotypes in preservice teachers' conceptualizations of science teaching through the use of book club

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