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tandfonline.com – Power and positionality shape identity work during a science research apprenticeship for girls

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”:

ABSTRACT

The research apprenticeship is a situated form of learning that can be effective in connecting learners to science. It is commonly assumed that this pathway is characterised by power transitions from those positioned as experts to those positioned as novices, yet power and positionality during a research apprenticeship have rarely been explicitly investigated. Using a qualitative approach, we explored this area in the context of a summer research apprenticeship for girls, involving primarily female scientist mentors. We found that scientist mentors positioned, and were positioned by, learners in three different ways, and that these positionalities were associated with different kinds of identity work among learners. Given stereotypical societal views of science that can be at odds with gendered identities, these patterns may be particularly consequential for girls. We discuss implications for teacher professional development, as well as future research directions.

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Troels Gannerup Christensen

Jeg er ansat som adjunkt hos Læreruddannelsen i Jelling, hvor jeg underviser i matematik, specialiseringsmodulet teknologiforståelse, praktik m.m. Jeg har tidligere været ansat som pædagogisk konsulent i matematik og tysk hos UCL ved Center for Undervisningsmidler (CFU) i Vejle og lærer i udskolingen (7.-9. klasse) på Lyshøjskolen i Kolding. Jeg er ejer af og driver bl.a. hjemmesiderne www.lærklokken.dk og www.iundervisning.dk, ggbkursus.dk og er tidligere fagredaktør på matematik på emu.dk. Jeg går ind for, at læring skal være let tilgængelig og i størst mulig omfang gratis at benytte.

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