What you find depends on how you see: examining asset and deficit perspectives of preservice science teachers’ knowledge and learning

Ron Gray, Scott McDonald, David Stroupe

Research output: Contribution to journalReview articlepeer-review

Abstract

This article explores how scholars have framed studies of preservice science teacher (PST) knowledge and learning over the past twelve years. We examined relevant studies between 2008 and 2020, coding them by theoretical perspective (cognitive or sociocultural), knowledge perspective (deficit or asset), and teaching level (elementary, secondary, or both) of the PSTs in the study. We found patterns between knowledge and theoretical perspective use, perspective use over time, and differences between studies of elementary and secondary level PSTs. We conclude with a proposed model of theoretical and knowledge perspectives as seen in the reviewed studies as well as further questions for the field.

Original languageEnglish (US)
JournalStudies in Science Education
DOIs
StateAccepted/In press - 2021

All Science Journal Classification (ASJC) codes

  • Education

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