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Navigating and negotiating borders: Western pre-service teachers’ experiences of teaching science in a non-western setting
ARTICLE

, University of Southern Queensland, Australia

TATE Volume 82, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

The subculture of science has ‘borders’ that many find difficult to negotiate. These borders become more complex the further understandings of science are from traditional western perspectives. This paper examines the experiences of two western pre-service teachers' teaching science in a non-western context --the Cook Islands-- using data gathered through interviews and learning logs. The lens of ‘border crossing’ has been used to make sense of these teachers' learning to teach experiences as it provides insights into the ways in which the participants negotiated such crossings over time. This research highlights the importance of recognising the positive interactions and potential for diverse experiences within a cultural context.

Citation

Fitzgerald, A. (2019). Navigating and negotiating borders: Western pre-service teachers’ experiences of teaching science in a non-western setting. Teaching and Teacher Education: An International Journal of Research and Studies, 82(1), 96-105. Elsevier Ltd. Retrieved September 28, 2021 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on April 14, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2019.03.013

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