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How Science Teacher Educators of Color Conceptualize and Operationalize Their Pedagogy in Science Methods Courses

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Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research

Part of the book series: ASTE Series in Science Education ((ASTE))

Abstract

This study explored how four science teacher educators of color conceptualized and operationalized their pedagogy in elementary science methods courses. Conceptualization and operationalization in this study refers to the methodological tactics we constructed in response to the challenges, tensions, and problems impacting our substantial selves and situational selves within the context of our teaching spaces. The study used the self-study methodology, and data included metaphors and focus group interview transcripts. Inductive and thematic analysis of data revealed that we conceptualized our pedagogy within a role, and as a pedagogy needing safety nets to remove barriers that impinged on our professional roles. Even though the self-study of our practice revealed that we had aspirations to help transform our pedagogy of science teacher education for the success of our teacher candidates, these transformations were situated within tensions of role, identities, and methodological tactics for survival.

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Authors and Affiliations

  1. University of North Texas, Denton, TX, USA

    Karthigeyan Subramaniam, Sumreen Asim, Eun Young Lee & Kia S. Rideaux

Authors
  1. Karthigeyan Subramaniam
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  2. Sumreen Asim
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  3. Eun Young Lee
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  4. Kia S. Rideaux
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Corresponding author

Correspondence to Karthigeyan Subramaniam .

Editor information

Editors and Affiliations

  1. Department of Curriculum and Instruction, Indiana University, BLOOMINGTON, Indiana, USA

    Gayle A. Buck

  2. Department of Curriculum and Instruction, Indiana University, BLOOMINGTON, Indiana, USA

    Valarie L. Akerson

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Subramaniam, K., Asim, S., Lee, E.Y., Rideaux, K.S. (2016). How Science Teacher Educators of Color Conceptualize and Operationalize Their Pedagogy in Science Methods Courses. In: Buck, G., Akerson, V. (eds) Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research. ASTE Series in Science Education. Springer, Cham. https://doi.org/10.1007/978-3-319-32447-0_10

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  • DOI: https://doi.org/10.1007/978-3-319-32447-0_10

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-32445-6

  • Online ISBN: 978-3-319-32447-0

  • eBook Packages: EducationEducation (R0)

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