Science and Mathematics Teachers Working Toward Equity Through Teacher Research: Tracing Changes Across Their Research Process and Equity Views

We investigated secondary science and mathematics teachers engaged in a two-and-a-half-year professional development effort focused on equity. We examined how teachers conducting research on their own instructional practices-a central learning strategy of the professional development project-informe...

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Bibliographic Details
Published in:Journal of science teacher education 2016-12, Vol.27 (8), p.819-845
Main Authors: Brenner, Mary E., Bianchini, Julie A., Dwyer, Hilary A.
Format: Article
Language:English
Subjects:
Attitude Change
Education
Educational Attitudes
Educational Practices
Educational Research
Educational Strategies
Equal Education
Equity
Faculty Development
Learning Strategies
Mathematics Education
Mathematics Teachers
Professional development
Qualitative Research
Reflective Teaching
Science Education
Science Teachers
Secondary education
Student Characteristics
Teacher Attitudes
Teacher professional development
Teacher research
Teacher Researchers
Teacher Student Relationship
Teachers
Teaching and Teacher Education
Teaching Methods
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Summary:We investigated secondary science and mathematics teachers engaged in a two-and-a-half-year professional development effort focused on equity. We examined how teachers conducting research on their own instructional practices-a central learning strategy of the professional development project-informed and/or constrained their views related to three strands of equity: teachers and teaching, students and learning, and students' families and communities. Data collected included recordings of professional development seminars and school-site meetings, three sets of individual interviews with teacher researchers, and drafts and final products of the classroom research teachers conducted. From our qualitative analyses of data, we found that most teachers addressed at least two of the three equity strands in researching their own practice. We also found that most transformed their understandings of teachers and students as a result of their teacher research process. However, teachers' views of families and communities changed in less substantive ways. We close with recommendations for other researchers and professional developers intent on supporting science and mathematics teachers in using teacher research to work toward equity.
ISSN:1046-560X
1573-1847
DOI:10.1007/s10972-016-9490-3