Science Teacher Education, Epistemic Agency, and Multicultural Education

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Author(s): Antoinette Sherrise Linton (California State University, Fullerton, USA)
Copyright: 2021
Pages: 28
Source title: Evolving Multicultural Education for Global Classrooms
Source Author(s)/Editor(s): Richard Keith Gordon (Seisa University, Japan & California State University, USA), Kawser Ahmed (University of Winnipeg, Canada & Conflict and Resilience Research Institute, Canada)and Miwako Hosoda (Seisa University, Japan)
DOI: 10.4018/978-1-7998-7649-6.ch006

Keywords: Curriculum Development and Instructional Design / Gender & Diversity / Information Science Reference / Medicine & Healthcare

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Abstract

In order to effectively cultivate epistemic agency for science teachers, candidates require a holistic practice-based approach grounded in a theory of learning teaching. The components of agency included in this discussion represents one approach to preparing science teachers to educate students in a multicultural society. By creating coherency and consistency across a teacher preparation program, the author was able to create learning experiences that systematically guided candidates to develop a science teacher practice that was effective for diverse students. In each of these learning experiences, candidates engaged in focused inquiry, directed observation, and guided practice. Epistemic agency was cultivated when candidates acquired the confidence to make decisions about the nature of teaching and learning problems and the criteria to solve them.

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