Science teacher education for educational equity

• Grant number: 22/06924-9
• Support Opportunities: Improvement in Public Education Program
• Start date: February 01, 2023
• End date: January 31, 2027
• Field of knowledge: Physical Sciences and Mathematics - Chemistry
• Agreement: Secretaria de Educação do Estado de São Paulo
• Principal Investigator: Amadeu Moura Bego
• Grantee: Amadeu Moura Bego
• Principal researcher abroad: Katherine K Merseth
• Institution abroad: Harvard University, United States
• Host Institution: Instituto de Química (IQ). Universidade Estadual Paulista (UNESP). Campus de Araraquara. Araraquara , SP, Brazil
• Associated researchers: José Bento Suart Júnior ; Márlon Caetano Ramos Pessanha ; Melany Isabel Garcia Natale ; Silvia Regina Quijadas Aro Zuliani ; Tarso Bortolucci Ferrari
• Associated research grant(s): 24/02055-1 - Education of Chemistry Teacher Mentors for Educational Equity, AP.R
• Associated scholarship(s): 25/06162-0 - Science Teaching for Educational Equity, BP.EP; 25/06188-9 - Science Teaching for Educational Equity, BP.EP; 25/06298-9 - Science Teaching for Educational Equity, BP.EP; 23/07227-2 - Science education for educational equity, BP.EP; 23/07105-4 - Science education for educational equity, BP.EP

Abstract

Based on the global relevance of the 2030 Agenda for Sustainable Development (SD), this project is aligned to SDG-4, specifically for education, aiming to analyze the effects of iterative cycles of the implementation of an innovative education path, based on the principles of educational equity (EE), in the teaching practice of in-service science teachers. The aspect of teacher education (TE) for EE is specifically based on goal 4.c of SDG-4, which provides for the need for actions aimed at increasing the contingent of qualified teachers, including through international cooperation, involving the developing countries. Through the triangulation of findings from both ethnographic research and a scientometric survey, 6 sets of theoretical and practical factors and 3 essential dimensions were identified that inform the core practices of teaching, compounding a pedagogical framework for the proposition of innovative paths for TE experiences focused on promoting EE. In order to achieve the research goals, Design-Based Research (DBR) is proposed as a research design to collect data from sources as the following: subjects, documents, and spaces. As data collection instruments for each type of information source, we will apply the following items: 1. Observations; 2. Recordings; and 3. Interviews and Focus Groups. Due to the huge volume of textual information generated after transcription procedures, we will use the principles of Content Analysis Methods to analyze the qualitative data collected. It is expected to generate robust scientific evidence on an innovative approach to continuing education for in-service science teachers with a specific focus on promoting EE, as well as substantial improvements in teaching and learning of curricular content in the partner schools in order to ensure an integral citizen education to all students and to reduce educational inequalities. (AU)