DISCURSIVE PRACTICES IN INITIAL SCIENCE TEACHER EDUCATION

Mercè Izquierdo, Ainoa Marzábal, Cristian Merino, Valeria Cabello, Patricia Moreira, Luigi Cuellar, Virginia Delgado, Franklin Manrique, Macarena Soto

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

Current research in science teaching and learning highlights the crucial role of teachers’ discursive practices on orchestrating collaborative learning environments that promote all students’ participation, aiming at contributing to equity and social justice. Achieving these aspirations requires a robust initial teacher education that allows preservice teachers to incorporate the discursive practices as a central objective of science education. This chapter presents a comprehensive literature review, identifying fundamental knowledge and experiences for future teachers to manage science education discursive practices. The findings, presented in three theoretical-practical analytical dimensions (disciplinary and epistemological, linguistic, and pedagogical) point to future research and to decision-making in science teacher education.

Original languageEnglish
Title of host publicationHandbook of Research on Science Teacher Education
PublisherTaylor and Francis
Pages203-217
Number of pages15
ISBN (Electronic)9781000567984
ISBN (Print)9780367565831
DOIs
StatePublished - 1 Jan 2022
Externally publishedYes

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