A teacher’s journey to science


Moving toward equity and justice in science education requires interrogating the identities promoted in science. In this story, Ms. Diaz shares her journey from being a student scared of science, to a teacher determined to make science relevant and joyous for her Kindergarten students, to eventually becoming a district curriculum specialist impacting 1200 elementary teachers across Seattle Public Schools.


Rodriguez, A. J.Tolbert, S., & Mark, S. L. (2024). Investigating science teacher educator identity through the politics of domestication and critical positional praxisJournal of Research in Science Teaching61(3), 625644https://doi.org/10.1002/tea.21915

Related Posts

This site is primarily funded by the National Science Foundation (NSF) through Award #1907471 and #1315995