This self-reflective case study describes our project team’s efforts to promote equity in science professional learning (PL) by centering the voices of educators in the PL design process and within the course itself. We believe that educators’ experiences, priorities, and expertise are essential to developing professional learning that meets the needs of teachers and their students. We have a particular interest in amplifying the voices of those in historically underrepresented communities. Toward that end, we engaged science educators who work with Indigenous students and recent immigrants as collaborators in developing PL to support data-rich, place-based Earth Science instruction. In this case study, we share and critique the practices and tools that we have employed to center educator voices, rather than those of the PL designers and researchers. Our strategies for developing more equitable science professional learning include the use of: (a) equity-focused research methods, such as asset-based needs-sensing questions and peer-to-peer interviews; (b) a humanistic stance toward data-rich science learning, which emphasizes the typically unnamed sociocultural inputs and outputs that permeate all aspects of data; (c) a participatory design process that centers educators’ voices; and (d) a model of professional learning that uses representations of educator and student experiences as objects for reflection.
Wong, N., Elsayed, R., Nilsen, K., Perez, L. R., & Daehler, K. R. (2024). Centering educators’ voices in the development of professional learning for data-rich, place-based science instruction. Education Sciences, 14(4). https://doi.org/10.3390/educsci14040356