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      Towards justice-oriented science teaching: examining the impact of the science capital teaching approach on teachers

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          Abstract

          While several initiatives for justice-oriented pedagogies have been developed and implemented over the years, there is limited understanding of the ways in which teachers, and their practice, are impacted by these. This article presents data documenting the impact of a pedagogical approach – the science capital teaching approach – on a cohort of teachers. The approach, developed over a period of six years working in close partnership with primary and secondary teachers in England, aimed to support teachers to move towards more equitable and socially just pedagogical practice. This article explores the empirical impact of the approach on teacher practice. The data set comprises the experiences of 43 secondary and 20 Primary school teachers from different geographical regions in England, covering both rural and urban schools. Qualitative data include teacher interviews, observations and discussions and indicate that implementation of the approach resulted in a range of changes: (1) a deepened understanding of, and reflection on, issues of power and equity; (2) greater sharing of authorial roles with students; and (3) stronger relationships of trust between students and teachers. The article concludes by arguing that the implementation of the science capital teaching approach has had a positive effect on teachers and has supported their practice of justice-oriented science teaching.

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          Outline of a Theory of Practice

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            Techniques to Identify Themes

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              From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools

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                Author and article information

                Journal
                LRE
                London Review of Education
                Lond. Rev. Educ.
                UCL Press
                1474-8479
                29 November 2023
                : 21
                : 1
                : 37
                Affiliations
                [1 ]UCL Institute of Education, London, UK
                [2 ]School of Education, Communication and Society, King’s College London, London, UK
                Author notes
                [* ]Correspondence: m.chowdhuri@ 123456ucl.ac.uk
                Author information
                https://orcid.org/0000-0003-3919-4140
                https://orcid.org/0000-0002-2849-9398
                https://orcid.org/0000-0002-9729-8549
                https://orcid.org/0000-0002-0254-4234
                Article
                LRE-21-37
                10.14324/LRE.21.1.37
                1c7433ed-71ba-492a-bb3f-c8ed8a0164b6
                2023, Meghna Nag Chowdhuri, Heather King, Spela Godec and Louise Archer.

                This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited • DOI: https://doi.org/10.14324/LRE.21.1.37.

                History
                : 17 August 2023
                : 10 October 2023
                Page count
                Pages: 12
                Categories
                Research article
                Custom metadata
                Nag Chowdhuri, M., King, H., Godec, S. and Archer, L. (2023) ‘Towards justice-oriented science teaching: examining the impact of the science capital teaching approach on teachers’. London Review of Education, 21 (1), 37. DOI: https://doi.org/10.14324/LRE.21.1.37.

                Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
                research–practice partnership,social justice,pedagogy,primary,secondary,science education

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