探索STEM教师进入以正义为中心的教学之旅
Desiree Forsythe1, Bryan Dewsbury2, Jeremy L Hsu3
1Department of Biological Sciences, Santa Clara University, Santa Clara, CA 95053.
CBE life sciences education
|November 12, 2024
概括
致力于正义的STEM教师通过生活经验来培养意识和自我效能. 他们的旅程揭示了个人事件如何推动教学转变以消除高等教育中的不平等.
科学领域:
- 高等教育 高等教育
- 科学,技术,工程和数学 (STEM) 教育 教育
- 教育中的社会正义.
背景情况:
- 相互关联的压迫在高等教育和STEM中为边缘化个体创造了不公平的环境.
- 教师的教学方法和课程选择对公平性产生重大影响.
- 正义致力教练培养意识和自我效能以解决系统性障碍的过程尚不清楚.
研究的目的:
- 调查生活事件和经验,塑造STEM教师对社会正义的理解.
- 检查STEM教师如何利用他们对正义的理解来制定教学变革.
- 揭示影响"转换时刻",课程/教学转变以及STEM教育中司法工作的更广泛背景的因素.
主要方法:
- 在批判性种族理论和批判性白人研究的基础上.
- 调查事件和生活经验对STEM教师社会正义意识的影响.
- 检查教师对正义的理解与他们的教学转换之间的关系.
主要成果:
- 鉴定了教师的经验和身份如何塑造他们对正义的理解的变化.
- 揭示了影响教学变革"转换时刻"的关键因素.
- 详细介绍了司法工作,课程/教学转换之间的关系,并确定了障碍/支持.
结论:
- 导师的个人旅程和身份在培养社会正义意识和STEM有效性方面至关重要.
- 了解这些途径可以为教育实践和课程开发提供信息,以实现更大的公平.
- 这些发现为研究议程提供了有价值的见解,这些研究议程专注于STEM和更广泛的教育背景中的公平.
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