Commentary: Transforming Science Education in Cultural-Historical Context and the Role of Teacher Professional Developme
In this reflection, I discuss how each of the chapters in this section challenges the reader to grapple more deeply with the historical context in which teaching and professional development take place, and use the emerging narrative to challenge some of
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Commentary: Transforming Science Education in Cultural-Historical Context and the Role of Teacher Professional Development Angela Calabrese Barton
Abstract In this reflection, I discuss how each of the chapters in this section challenges the reader to grapple more deeply with the historical context in which teaching and professional development take place, and use the emerging narrative to challenge some of the fundamental assumptions we hold about what teachers might learn and do in order to be “good teachers.” I discuss three themes in particular: a) Cultural context and local wisdom is a central aspect of teaching and learning to teach; b) Supporting teachers as intellectuals transform teaching and learning in profound and meaningful ways for students; and c) Views of good teaching and learning involve breaking down critical binaries with and in place.
I begin this commentary by sharing a quote from a letter written by a young man, Quentin. Now a 9th grader, Quentin wrote this letter to his fifth grade teacher 6 months into the school year. This was the same teacher he had had all school year long, for all subjects. He wrote the letter because, in his words, he wanted his teacher to “know something” about him. Hi Mr. B., this is your student [Quentin] the first one in the 2nd row. I’m going to tell you about things that we should to in Science. I’m in Green Club and Green Club helps me get my grade for science to like a B or a A… I do things out of school and out of Green Club that involve science. I went to door to door and ask adults if they use CFL lights. The majority of the adults did NOT use CFL lights, I will try to decrease the amount of people who use incandescent lights. I did it on Wain Wright Ave. and I did it because people’s bills are up because they use just Incandescent lights…
Quentin’s letter reminds us just how much many youth feel marginal and even invisible in science class—“This is your student Quentin, the first one in the second row.” At the same time, he also points to the creative ways in which he works hard to leverage his place and his cultural knowledge and practice to move scientific ideas A. Calabrese Barton (&) Michigan State University, East Lansing, USA e-mail: [email protected] © Springer Science+Business Media Singapore 2016 M.-H. Chiu (ed.), Science Education Research and Practice in Asia, DOI 10.1007/978-981-10-0847-4_31
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and community concerns across the boundaries that are often set up between the two. As Quentin later states about his letter, “Doing science that matters [is important.] I mean it matters to everyone, not just me or not just school.” He also says, “It’s not so much for energy that I get attention at school, but for being I’m funny. I’m recognized for that. For being a smart aleck. But I think that should be good.” What can we learn from Quentin’s? And how does this relate to a set of chapters about teachers and teacher development? There are two core lessons in Quentin’s letter, which I believe are directly tied to these chapters. T
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