Mirroring Teacher Change in An Introductory-Level Geology Course

Reforming science education is a multidimensional and complex undertaking. Of extreme importance is transforming how teachers teach. Answering the equity call of reform initiatives requires focusing on the underlying values and beliefs guiding teacher action and the promotion of inclusive practices. This case study examines the conditions of the teacher change process of an assistant professor toward an inclusive pedagogy. By engaging in assisted action research, the professor explored and modified his teaching of an introductory-level geology course in order to motivate and connect with a large and diverse student population. Using case study and ethnographic qualitative research for data collection and analysis, the study affords a unique perspective through which to consider why and how a science professor changes his practice. Data have been collected from questionnaires, interviews and collaborative conversations, analysis of documents, and classroom observations. Data indicated that the assisted action research strategy fostered the conditions of teacher change by acting as mirror for teacher reflection and opening a dialogue for critical analysis of the elements of an inclusive pedagogy attainable in the curriculum. Findings revealed that the professor held a teacher- and curriculum-centered teaching philosophy and an ethic of care and respect for students that, in varying ways, both supported and impeded inclusive practices. Teacher change was noted to be heavily mediated by departmental contexts. Assertions of the necessary conditions of teacher change toward an inclusive pedagogy and future research directions are reported.