Toward socially just science teaching through professional development: The science teacher identity development and agency of two elementary Teachers of Color-Reference-Cited by-同舟云学术

Toward socially just science teaching through professional development: The science teacher identity development and agency of two elementary Teachers of Color

Published:2022-01-07 Issue:2 Volume:106 Page:385-411
ISSN:0036-8326
Container-title:Science Education
language:en
Short-container-title:Science Education

Author:

Chen Jessica L.¹^ORCID,Mensah Felicia¹^ORCID

Affiliation:

1. Department of Mathematics, Science, and Technology, Teachers College Columbia University New York New York USA

Publisher

Wiley

Subject

History and Philosophy of Science,Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/sce.21699

Reference63 articles.

1. Retaining Teachers of Color: A Pressing Problem and a Potential Strategy for “Hard-to-Staff” Schools

2. New teachers of color and culturally responsive teaching in an era of educational accountability: Caught in a double bind

3. Developing a Professional Identity as an Elementary Teacher of Nature of Science: A self-study of becoming an elementary teacher

4. Tracing a Beginning Elementary Teacher’s Development of Identity for Science Teaching

5. A well-started beginning elementary teacher’s beliefs and practices in relation to reform recommendations about inquiry-based science

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