Tempered Radicals: Elementary Teachers’ Narratives of Teaching Science Within and Against Prevailing Meanings of Schooling
Item
Title
Tempered Radicals: Elementary Teachers’ Narratives of Teaching Science Within and Against Prevailing Meanings of Schooling
Abstract/Description
Science educators and researchers have bemoaned the lack of reform-based science in elementary schools and focused on teachers’ difficulties (i.e., lack of knowledge, interest, experience) in enacting quality science pedagogy. We present compelling evidence that challenges assumptions about science education reform and draw on a practice theory perspective to examine the stories, commitments and identities of thirteen teachers, whose beliefs and practices aligned with those promoted by science education reform documents. Through ethnographic interviews, we learned about these teachers’ critical science experiences, perceived science teacher identities, and their goals and commitments. Their stories highlight institutional and sociohistorical difficulties of enacting reform-based science, the many biases, contradictions, and unintended consequences prevalent in educational policy and practice today, and emphasize how easily the status quo can get reproduced. These teachers had to work as ‘tempered radicals’, ‘working the system’ to teach in ways that were consistent with reform-based science.
Author/creator
Date
In publication
Volume
5
Issue
4
Pages
941-965
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Keywords
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
1871-1510
Citation
Carlone, H. B., Haun-Frank, J., & Kimmel, S. C. (2010). Tempered Radicals: Elementary Teachers’ Narratives of Teaching Science Within and Against Prevailing Meanings of Schooling. Cultural Studies of Science Education, 5(4), 941–965. https://doi.org/10.1007/s11422-010-9282-6
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