Beginning teachers’ knowledge-in-practice of multicultural science education

Abstract

Purpose

This paper aims to describe the results of a qualitative case study of three beginning elementary teachers’ knowledge-in-practice of multicultural science education.

Design/methodology/approach

Data included interviews, focus group discussions, audio-recorded lessons and daily field notes through the course of a month-long summer science program. Data were coded deductively using a framework of receptivity and resistance, and then coded inductively to determine themes within each category of data.

Findings

Analysis revealed three key elements of teachers’ knowledge-in-practice: positive perceptions of teaching for social justice, practices that overlooked students’ perspectives and practices that discounted race and culture in science.

Originality/value

Insights from this case study respond to the well-documented need to address the gap between knowledge and practice in multicultural science education by revealing potential roadblocks and guideposts useful for bridging this gap.

Citation

Kye, H. (2020), "Beginning teachers’ knowledge-in-practice of multicultural science education", Journal for Multicultural Education, Vol. 14 No. 3/4, pp. 189-207. https://doi.org/10.1108/JME-02-2020-0014