Exploring Culturally Responsive Teaching Practices among Faculty Who Teach College Pre-Service Elementary Science Courses

Overview & Synopsis

This study uncovered more about the views of science education faculty in relation to multicultural science education through a qualitative research design. Science education in this study included the science courses required of students (pre-service) teacher preparation. More specifically, participants were faculty who taught pre-service teachers with the intention to teach at the elementary or primary level (K-5) in the United States. Through phenomenology, this study explored the lifeworld of a college science educator, reflected of the meaning of multicultural science education, and considered the culturally responsive teaching practices of current science education faculty from higher education institutions around a large Midwestern city. The research incorporated a triangulation through observations, interviews, and analysis of documents of faculty participants. The intended goal of the project was to add to the existing literature about the living experience of faculty as they provide science education for pre-service elementary teachers. Inspiring more conversations about science education faculty and their role in multicultural science education was the concluding recommendation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]