Graduation Year
2023
Document Type
Dissertation
Degree
Ph.D.
Degree Name
Doctor of Philosophy (Ph.D.)
Degree Granting Department
Curriculum, Instruction, and Learning
Major Professor
Ilene Berson, Ph.D.
Committee Member
Jolyn Blank, Ph.D.
Committee Member
Sophia Han, Ph.D.
Committee Member
Tony Tan, Ph.D.
Keywords
Culturally responsive practices, Math, Science, Teacher education
Abstract
Following the social justice education ideal of building from local sources of knowledge the purpose of this multi-case study was to develop describe and explain the ways pre-service teachers examined how pre-service teachers make use of social justice pedagogies in teaching STEM. The study was guided by the following research questions: In what ways do pre-service teachers make us of social justice pedagogies while planning STEM lessons for young children? In what was do pre-service teachers enact social justice pedagogies in STEM instruction for young children? This study explores the experience of three Early Childhood Education pre-service teachers who were engaged in their final semester of fieldwork with young children. Data included semi-structured interviews, think aloud methodology for planning, lesson observation, and post conferencing conversations. The findings of this study indicate the importance of environmental contextual frameworks in models, including the field site and CT on the ways pre-service teachers plan and implement STEM lessons. The findings also point to struggles with content knowledge and pedagogical content knowledge in STEM. Supporting in articulating a teaching philosophy and roles of the teacher and engaging in reflective practice may further support pre-service teachers in utilizing social justice pedagogies in STEM.
Scholar Commons Citation
Ledford, Elyse D., "Social Justice Integration in STEM Content with Early Childhood Education Pre-Service Teachers" (2023). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/10728
