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.

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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.

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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.
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