What is it about?
This publication describes a collaborative research project that focused on teacher learning and identity. The teachers participated in teacher learning experiences in museums, field courses, and place-based environmental learning contexts. This article describes the research process and emerging practical frameworks.
Photo by Chase Baker on Unsplash
Why is it important?
This research contributes to designing teacher learning that emphasizes both teachers' and learners' strengths with a special attention to equitable science learning for minoritized and racialized students.
Read the Original
This page is a summary of: Designing Frameworks for Authentic Equity in Science Teaching and Learning: Informal Learning Environments and Teacher Education for STEM, Asia-Pacific Science Education, December 2020, Brill, DOI: 10.1163/23641177-bja10016.
You can read the full text:
The following have contributed to this page