‘Staying with the trouble’: Praxis crisis in science teacher education for emergent bilingual learners

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dc.contributor.authorSpurgin C
dc.contributor.authorAsh D
dc.contributor.authorTolbert, Sara
dc.date.accessioned2021-07-18T21:44:47Z
dc.date.available2021-07-18T21:44:47Z
dc.date.issued2021en
dc.date.updated2021-05-11T23:50:10Z
dc.description.abstractWhile there is a small but growing body of literature on how novice teachers can be better prepared to improve instructional experiences for Emergent Bilingual Learners (EBLs) in science classrooms, very little is known about how secondary science teachers make sense of their ability to enact agency (as responsive practice for EBLs) within rigid schooling contexts (Authors, 2018). We analyze the discursive positionings of five novice teachers across 3 different university teacher education programs to explore how they perceive their agency, defined as their ability to effect change in EBLs’ opportunities to learn, and how they understand the systemic contexts of oppression which complicate their agency. We then discuss how preservice teachers experience or manage tensions of working within this complex structure/agency dialectic. We reflect on their experiences as a form of praxis crisis, i.e., the disjuncture between theory and practice that occurs as they negotiate the real constraints of their work. Finally, we articulate implications for ‘staying with the trouble’ (Haraway, 2016) in teacher education research and practice on science for EBLs.en
dc.identifier.citationTolbert S, Spurgin C, Ash D (2021). ‘Staying with the trouble’: Praxis crisis in science teacher education for emergent bilingual learners. online: NARST, Strand 7. 07/04/2021-10/04/2021.en
dc.identifier.urihttps://hdl.handle.net/10092/102211
dc.language.isoen
dc.rightsAll rights reserved unless otherwise stateden
dc.rights.urihttp://hdl.handle.net/10092/17651en
dc.subject.anzsrcFields of Research::39 - Education::3901 - Curriculum and pedagogy::390113 - Science, technology and engineering curriculum and pedagogyen
dc.subject.anzsrcFields of Research::39 - Education::3903 - Education systems::390307 - Teacher education and professional development of educatorsen
dc.subject.anzsrcFields of Research::39 - Education::3903 - Education systems::390306 - Secondary educationen
dc.title‘Staying with the trouble’: Praxis crisis in science teacher education for emergent bilingual learnersen
dc.typeConference Contributions - Publisheden
uc.collegeFaculty of Education
uc.departmentSchool of Teacher Education
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