Stories of practice in ​initial teacher science education

Abstract

Science teacher educators who work within initial teacher education programs have a critical role in supporting preservice teachers to develop their knowledge, confidence, and capability to teach science in culturally appropriate ways. An international group of nonIndigenous university science teacher educators from Australia, Canada, and New Zealand have come together to share our stories of practice of how we have embedded First Nations perspectives in our primary and secondary science education units. In this paper presentation, we relate four stories practices through a narrative inquiry method. Two stories focus on the application of two-lenses to bring together different worldviews, and how these approaches can be applied to practical hands-on activities and assessment. Two stories focus on the use of native plants and gardens, demonstrating the cultural significance of plants and how it prompts deeper and ongoing conversations about positionality, cultural responsiveness and ways to embed Indigenous perspectives in teaching and assessment. This work offers three key considerations for all science teacher educators: Focusing on whose knowledge is privileged, what counts as scientific knowledge, and how this complex space can be navigated in authentic and respectful ways.