REIMAGINING PRE-SERVICE ELEMENTARY SCIENCE TEACHER PREPARATION: a MICROETHNOGRAPHIC EXPLORATION ON EQUITY-MINDED PEDAGOGY DEVELOPMENT THROUGH FOUCAULDIAN PERSPECTIVES

As K-12 schools in the U.S. continue to diversify, education organizations have initiated efforts to integrate multicultural education across disciplines, including science. This shift then began a crucial discussion on effectively meeting the needs of diverse cultures in the classroom. Culturally sustaining pedagogies are now being integrated into teacher education programs to address the achievement gap between students of color and their White peers. From the perspective of equitable teaching, the framework of equity-mindedness was developed to address structural inequities in education. However, limited research exists on pre-service teachers’ (PST) perspectives on integrating equity-minded practices into their science instruction. It is essential for PST programs to intentionally make learning equitable for all students. Therefore, early exposure to equity-mindedness ensures PSTs enter the profession with a solid understanding of inclusive practices, fostering a lifelong commitment to educational equity and impactful teaching careers. This study explores PSTs’ development of equity-minded pedagogy using a microethnographic approach, as well as Foucault’s theory of power/knowledge to understand any conflict the PSTs might have with this new pedagogy within science. Three PSTs, enrolled in an elementary science methods course, participated in a semester-long learning community focused on equity-minded practices and discourse. Findings show a clear connection between participants’ experiences and Foucault’s theories on the historicity of science and normalization, and the interplay between power dynamics and knowledge production within science education. The results indicate that understanding how PSTs demonstrate and integrate equity-mindedness in their teaching has significant implications for refining PST training programs.