Walking the Walk: Preparing Secondary Science Teachers as Equity Advocates, Designers, and Social Change Agents

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American Educational Research Association (AERA) 2020 Annual Meeting

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This study explores the types of course materials and experiences that prepares and empowers socially responsive secondary science teachers as designers and change agents. Using teacher candidate artifacts (e.g., assignments), interviews, and instructor reflections this study examines how candidates’ perspectives, goals for teaching science, and vision for their students shift after engaging in a secondary science methods course that centers equity, justice, and authentic science practices. Findings show that when provided opportunities to explore their own biases/beliefs about science and students from diverse populations and tools for teaching science for equity and justice, teacher candidates designed inclusive, authentic learning experiences. Findings have implications for the design of secondary science methods courses and the preparation of equity and justice-centered science teachers.


Science Education; Teacher Education