Abstract

The following contains the results of a study from my action research project that seeks to better understand how my own teaching practices have changed over the course of a year and my application within the classroom. The study focuses on three research questions: How has my incorporation of culturally responsive pedagogy changed since I started teaching? How does my teaching reflect best practices for high school science? And how has my implementation of inquiry-based learning changed since I started teaching? This research does not seek to evaluate how well I made use of the concepts within these three categories, rather, to better understand how they were and are being utilized over time throughout the student teaching experience of the MAT program. The student teaching practice is meant to be a reflective time of growth and learning within myself and my future. The results showed an increase in the planning, implementation and use of culturally relevant pedagogy, evidence-based practices, and scientific inquiry. Ultimately, however, the conclusion reveals that there is a lot of learning left and to do implementation that I will carry with me into my career as a teacher and educator of youth.

Exit Requirement

Action Research

Date of Award

6-11-2022

Degree Name

Master of Arts in Teaching (initial licensure)

Committee Chair

Joshua Schulze

Committee Member

Larkin Foley

Keywords

Teaching, Science, Research, Best Practice, English Language Learners.

Language

eng

Type (DCMI Terms)

Text

Subject Categories

Education

Rights Statement

Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.

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http://rightsstatements.org/vocab/InC/1.0/

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