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Managing Institutional and Sociocultural Challenges through Sociotransformative Constructivism: A Longitudinal Case Study of a High School Science Teacher

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Title: Managing Institutional and Sociocultural Challenges through Sociotransformative Constructivism: A Longitudinal Case Study of a High School Science Teacher
Language: English
Authors: Rodriguez, Alberto J.
Source: Journal of Research in Science Teaching. Apr 2015 52(4):448-460.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed: Y
Page Count: 13
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: High School Students, Science Instruction, Sociocultural Patterns, Cross Cultural Training, Teaching Methods, Case Studies, Transformative Learning, Science Teachers, Economically Disadvantaged, Disadvantaged Schools, Beginning Teachers, Males, Intervention, Methods Courses, Personal Narratives, Teacher Attitudes, Student Diversity, Teacher Education Programs, Teacher Motivation, Secondary School Teachers, Summer Programs, Institutes (Training Programs)
DOI: 10.1002/tea.21207
ISSN: 0022-4308
Abstract: Using a case study approach, this manuscript describes the professional transformation of Gary--an Anglo, male novice teacher--by focusing on his first two years of teaching in a culturally diverse and economically disadvantaged school. As a participant of a larger hybrid, intervention project with peers, Gary received multiple hands-on and minds-on experiences for implementing sociotransformative constructivism (sTc) during the science methods courses and two summer institutes. sTc integrates cross-cultural education with social constructivism to provide a framework for teaching and learning that is more critical, inclusive, relevant, and connected to students' everyday lives. Using the structure-agency dialectic as an analytic tool, Gary's emerging sense of agency is documented in terms of two major themes: "institutional challenges and sociocultural challenges." Moving away from traditional narratives of despair, this paper offers instead a "narrative of engagement"--a frank account of the struggles beginning teachers are likely to encounter (especially in culturally diverse contexts), as well as the potential successes they could enact through their agency. Suggestions are provided for enhancing the professional preparation of science teachers and for teacher education programs and school districts to move beyond good intentions and mission statements toward more transformative action.
Abstractor: As Provided
Entry Date: 2015
Accession Number: EJ1055476
Database: ERIC
FullText Text:
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  Data: Managing Institutional and Sociocultural Challenges through Sociotransformative Constructivism: A Longitudinal Case Study of a High School Science Teacher
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Science+Teaching%22"><i>Journal of Research in Science Teaching</i></searchLink>. Apr 2015 52(4):448-460.
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  Data: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: 10.1002/tea.21207
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  Data: Using a case study approach, this manuscript describes the professional transformation of Gary--an Anglo, male novice teacher--by focusing on his first two years of teaching in a culturally diverse and economically disadvantaged school. As a participant of a larger hybrid, intervention project with peers, Gary received multiple hands-on and minds-on experiences for implementing sociotransformative constructivism (sTc) during the science methods courses and two summer institutes. sTc integrates cross-cultural education with social constructivism to provide a framework for teaching and learning that is more critical, inclusive, relevant, and connected to students' everyday lives. Using the structure-agency dialectic as an analytic tool, Gary's emerging sense of agency is documented in terms of two major themes: "institutional challenges and sociocultural challenges." Moving away from traditional narratives of despair, this paper offers instead a "narrative of engagement"--a frank account of the struggles beginning teachers are likely to encounter (especially in culturally diverse contexts), as well as the potential successes they could enact through their agency. Suggestions are provided for enhancing the professional preparation of science teachers and for teacher education programs and school districts to move beyond good intentions and mission statements toward more transformative action.
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        Value: 10.1002/tea.21207
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      – Text: English
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      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Science Instruction
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      – SubjectFull: Sociocultural Patterns
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      – SubjectFull: Cross Cultural Training
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