The Resources of Instructional Contexts: Examples From New Elementary Science Teachers

Abstract

Educational contexts are often seen as constraints in school settings. We propose a framework to analyze how teachers draw on their contexts to find resources to support their learning. Following five preservice elementary teachers into their first years of teaching, we draw on interviews, surveys, artifacts, and videorecords. We apply this framework to identify the resources available in elementary science teaching. Our findings show how some resources can cascade from higher levels (e.g., state standards and mistrust of science) and impact classroom opportunities. Our analysis highlights the importance of teacher education and school leadership in illuminating contextual resources available to teachers.