Exploring teachers’ beliefs and implicit theories of gender and science education

AbstraktEducational research questions of professional knowledge in context of pedagogical content, theoretical and practical knowledge are highly relevant (Fischler 2010) at the present time. The model Professional Content Knowledge (PCK) of Shulman (1987) takes a central role within the discussion of professionalism in science education. PCK is understood as an amalgam of knowledge, general pedagogical knowledge and contextual knowledge and differs specialists from teachers who have the skills to transform science lessons to a "learning experience". However, teaching is not solely determined by explicit knowledge, but is also led by deeply internalized, implicit theories and beliefs about teaching and learning. Furthermore, the intention for a potential educational performance and the definite action in the classroom are sometimes falling apart since unconscious structures take effect. Here, we want especially track back those implicit theories in interrelation with gender and science education (Lembens & Bartosch, 2012) and ask how those structures affect the instructional performance and in what way teachers are aware of their tacit knowledge and actions. This research project started from the development and research project "Case Studies and Train the Trainer on Gender and Diversity in PFL new"(Bartosch, 2015) which accompanied the two years CPD university courses “Pedagogy and Subject-Specific Didactic for Teachers” (PFL - Pädagogik und Fachdidaktik für LehrerInnen).It aims to delve into further by data-triangulating analysis of implicit theories during curricular activities. A group discussion, interviews, and classroom observations are evaluated according to the documentary method (Bohnsack / Nohl / Przyborski), presented, and discussed in the form of case studies (Yin). The aim of the interdisciplinary (gender studies, science education and didactics, pedagogy, sociology, psychology) research project is to explore teaching actions from different theoretical and disciplinary angles in order to provide obtained results to practitioners in science education as well as to teacher educators. First results provide evidence for the agency of the partly strict gender stereotypes which become even more pronounced when intersecting with ethnicity. In case of coinciding with a rather academic and elitist view of science and science teaching, they transform science lessons into a hostile environment for girls – not only in teaching the so called hard sciences but also in biology education. We hope that the results together with the specific case study design does not only contribute to the enhancement of the PFL-courses but also stimulates teachers and teacher educators for using or conducting research in order to establish more fairness of opportunities in (science) classrooms.
NameBartosch, Ilse
VeranstaltungATEE Annual Confererence
Art der VeranstaltungKonferenz
Keywords:503001 Allgemeine Pädagogik, 503013 Fachdidaktik Naturwissenschaften