Implementation of equitable teaching strategies by preservice teachers during student teaching practicum

Kathryn Clare Scantlebury, Purdue University

Abstract

Teachers can perpetuate stereotypic cultural beliefs regarding girls' ability in, aptitude for, and suitability for science by their teaching practices and behaviors. As teachers have a major influence on girls' career choices their equitable teaching practices in the classroom are important to encourage all students, but especially girls to continue with science. Researchers have studied science classrooms and have defined common strategies and practices that can help create an equitable classroom environment. The purpose of this study was to determine if preservice high school biology teachers could transfer learned equitable teaching strategies to actual teaching; and second, what support conditions are necessary for that transfer? Two support conditions were assessed: cooperating teacher and peer group support. Seven preservice teachers were placed into three groups. One group did not have either support condition, the second group had both support conditions, and the third group had only one condition (peer support). Both qualitative and quantitative data sources were collected, from a range of sources including: preservice teachers, cooperating teachers, and high school students using a variety of techniques such as the content analysis of lesson plans, responses to questions regarding the pyschosocial environment scales, interviews, and classroom observations. One part of the study was to develop a survey instrument to ascertain, in the opinion of the high school student, whether the preservice teacher created an equitable classroom. The Gender Equity Environment Scale asked students about their perceptions of their classroom with respect to teacher questioning behaviors, disciplinary procedures, interactions with students, and students' interactions with each other. The statements in the scale focused on teaching practices and behaviors that had been shown by previous research to either contribute or detract from an equitable environment. Results showed that preservice teachers could transfer learned equitable teaching into actual teaching practice. However, they were more successful in achieving the transfer if they were supervised by cooperating teachers who are sensitized to the issue of gender equity in education. Being involved in a peer support group was not as crucial to using the strategies as having a supportive cooperative teacher.

Degree

Ph.D.

Advisors

Kahle, Purdue University.

Subject Area

Curricula|Teaching|Teacher education

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