Abstract

This study aims to deepen our understanding of teaching, specifically the role of teachers’ responsiveness in promoting equity in secondary science teaching. To build a conceptual argument—that teachers’ responsiveness expands the opportunity to learn for students from historically marginalized communities—I explore one high school science teacher’s classroom instruction using multiple forms of data collected over 2 academic years. The teacher worked with students from Latinx, immigrant, and low-income communities. The data were analyzed focusing on both describing observable teaching behaviors and interpreting their meanings in relation to students’ opportunity to learn. The analysis showed that a “responsive” teacher who expanded students’ opportunity to learn attended to students’ identities, historical relationships, struggles, and ideas. The teacher addressed students’ relational challenges in participating in disciplinary practices at the stages of both planning and instruction while working against settled hierarchies, cultures, and ideologies reflected in dominant discourses. The theoretical significance and methodological complexity inherent in recognizing teachers’ responsiveness for equity are discussed.

摘要

本研究旨在加深我们对教学的理解，特别是教师响应在促进中学科学教学公平中的作用。为了建立一个概念性的论点——教师的反应能力为来自历史边缘化社区的学生扩大了学习机会——我使用 2 个学年收集的多种形式的数据探索了一位高中科学教师的课堂教学。这位老师与来自拉丁裔、移民和低收入社区的学生一起工作。分析数据的重点是描述可观察的教学行为和解释它们对学生学习机会的意义。分析表明，扩大学生学习机会的“反应灵敏”的教师关注学生的身份、历史关系、斗争和想法。老师解决了学生在计划和教学阶段参与纪律实践的关系挑战，同时反对主流话语中反映的既定等级、文化和意识形态。讨论了承认教师对公平的反应所固有的理论意义和方法的复杂性。