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Reasoning About Race And Pedagogy In Two Preservice Science Teachers: A Critical Race Theory Analysis, Douglas B. Larkin, Tanya Maloney, Gail M. Perry-Ryder
Reasoning About Race And Pedagogy In Two Preservice Science Teachers: A Critical Race Theory Analysis, Douglas B. Larkin, Tanya Maloney, Gail M. Perry-Ryder
Douglas B. Larkin
This study describes the experiences of two preservice science teachers as they progress through their respective teacher education programs, and uses critical race theory to examine the manner in which conceptions about race and its pedagogical implications change over time. Using a longitudinal case study method, participants’ conceptual ecologies of race and pedagogy are mapped both before and after student teaching, and each case is analyzed for evidence of conceptual change in these
areas. Findings show that conceptions about race and the pedagogical implications of race changed in ways that likely would have gone undetected in earlier studies because they …
Misconceptions About “Misconceptions”: Preservice Secondary Science Teachers’ Views On The Value And Role Of Student Ideas., Douglas B. Larkin
Misconceptions About “Misconceptions”: Preservice Secondary Science Teachers’ Views On The Value And Role Of Student Ideas., Douglas B. Larkin
Douglas B. Larkin
There remains a lack of agreement in the field of science education as to whether student “misconceptions” ought to be considered obstacles or resources, and this has implications for the ways in which prospective teachers think about the value of their students’ ideas. This empirical study examines how fourteen preservice secondary science teachers in four different science teacher preparation programs interpreted the rationale for eliciting student ideas. The findings indicate that the preservice teachers in this study showed an increase in recognizing the importance of student ideas, yet not all took the same view of their role and value in …