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A Call for the Collective Development of Practices and Tools to Support Culturally and Critically Ambitious Teacher Education.

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Title: A Call for the Collective Development of Practices and Tools to Support Culturally and Critically Ambitious Teacher Education.
Authors: Johnson, Heather Jo1 (AUTHOR), Kloser, Matthew2 (AUTHOR), Mawyer, Kirsten3 (AUTHOR), McDonald, Scott4 (AUTHOR) smcdonald@psu.edu, Stroupe, David5 (AUTHOR)
Source: Science Education. Jul2026, Vol. 110 Issue 4, p996-1000. 5p.
Subject Terms: *Culturally relevant education, *Educational equalization, *Student teachers, *Science education, *Place-based education, Institutional cooperation
Geographic Terms: Hawaii
Abstract: This article focuses on advancing contemporary justice-focused science teacher education by addressing challenges related to limited integration of equity and pedagogy, and the isolation of teacher preparation programs. It proposes cross-institutional collaboration using the Critical and Cultural approaches to Ambitious Science Teaching (C2AST) framework, which centers students’ cultures and identities to promote equitable science learning. Through examples from diverse contexts in Hawaiʻi and Tennessee, the article illustrates how place-based, culturally responsive immersive experiences can support pre-service teachers in developing critical consciousness and instructional practices that challenge inequities. The authors call for multi-site research collaborations and sustained funding to develop shared language, tools, and practices that respect local contexts while fostering collective growth in teacher education for social justice. [Extracted from the article]
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Database: Education Research Complete
Description
Abstract:This article focuses on advancing contemporary justice-focused science teacher education by addressing challenges related to limited integration of equity and pedagogy, and the isolation of teacher preparation programs. It proposes cross-institutional collaboration using the Critical and Cultural approaches to Ambitious Science Teaching (C2AST) framework, which centers students’ cultures and identities to promote equitable science learning. Through examples from diverse contexts in Hawaiʻi and Tennessee, the article illustrates how place-based, culturally responsive immersive experiences can support pre-service teachers in developing critical consciousness and instructional practices that challenge inequities. The authors call for multi-site research collaborations and sustained funding to develop shared language, tools, and practices that respect local contexts while fostering collective growth in teacher education for social justice. [Extracted from the article]
ISSN:00368326
DOI:10.1002/sce.70064