Learning Together about Culturally Relevant Science Teacher Education: Indigenizing a Science Methods Course

Saiqa Azam, Karen Goodnough


This paper captures our co-learning, two science teacher educators, about indigenizing a science methods course in Canada. A self-study was conducted in the context of a pilot bachelor of education program (IBED) for a group of Indigenous students, to engage ourselves in reflective conversations about transforming the curriculum of a science methods course and making it culturally relevant for pre-service science teachers. The purpose was to determine our tacit and personal knowledge, as it contributes to our understanding of inclusive science education practices. In particular, we focused our conversations on written reflection about the perceived effectiveness of pedagogies used by Saiqa, the first author, who was the course instructor. Karen, the second author and critical friend, carefully examined these reflective narratives and provided comments, which were then considered in the context of other course materials, to initiate an ongoing dialogue about culturally relevant teaching (CRT) as it relates to science teacher education. The findings are framed using an art- based concept, a circle, to present our co-learning journey. This allowed us to connect our personal histories to our role as inclusive science teacher educators in the present, and to consider our future aspirations to indigenize our science methods courses.

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