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- Title
Learning to Teach Science in Urban Schools.
- Authors
Tobin, Kenneth; Roth, Wolff-Michael; Zimmermann, Andrea
- Abstract
The purpose of this article is to articulate the proposal for a form of teacher education that has shown great potential in preparing new teachers for the challenges in urban schools. Those interested in teaching largely live in and embody different, often incompatible social worlds from the students they are to teach, creating one of the great challenges for urban teaching and teacher education. Social structures, such as social class, cultural capital, and ethnicity, are major contributing factors to the reproduction of middle-class values in schools and to the reproduction of social inequities. The concept of cultural capital helps to explain how the cultural funds of knowledge, brought from students' home lives, provide a basis for making sense of what happens at school and constitute the building blocks on which new knowledge can grow. This capital includes all that students know and can do based on their sociocultural existence within communities that are saturated with practices and associated beliefs and values. Teachers often have little or no knowledge of what to expect from students who have lived part or all of their lives in circumstances of poverty.
- Subjects
URBAN schools; SCIENCE education; EDUCATION; BEGINNING teachers; SOCIAL structure; STUDENTS
- Publication
Journal of Research in Science Teaching, 2001, Vol 38, Issue 8, p941
- ISSN
0022-4308
- Publication type
Article
- DOI
10.1002/tea.1040