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Cultural Studies of Science Education

, Volume 14, Issue 2, pp 465–484 | Cite as

Teaching with understanding while teaching for understanding

  • Brian S. FortneyEmail author
  • Erin D. Atwood
Original Paper

Abstract

This manuscript focuses on the experiences of a science teacher educator’s initial engagement in reconceptualization of the construct of equity in classrooms through the use of praxis. What might equity look like if conceptualized as a dynamic interaction between teacher and individual students? Utilizing a critically situated perspective, this work explores the evolution of mutual and reciprocal understanding between a white male teacher educator and one student. It then questions the outcomes produced by this exploration. This work provides an example of how separating equity into two components—equity as interactive, and equity as complex and dynamic, may help pre-service teachers (PSTs) and practicing teacher educators negotiate meaning through discussion on a long-term basis. By utilizing a concrete conceptualization of equity, and examples for discussion, findings can inform PSTs, teacher educators, and practicing teachers of a starting point for de/reconstructing personal conceptualizations of equity in classrooms.

Keywords

Science teacher education Praxis Pre-service teacher Equity Epistemology 

Notes

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Copyright information

© Springer Nature B.V. 2019

Authors and Affiliations

  1. 1.Teach North TexasThe University of North TexasDentonUSA
  2. 2.College of EducationTexas Christian UniversityFort WorthUSA

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