Search results for: Koballa Thomas

This article examines in-service elementary teachers’ reflections on their science teaching when working with diverse students. The findings provide an understanding of how these teachers examined their teaching and beliefs about their science teaching practice. Participants’ reflections indicated that knowledge of their students’ culture and backgrounds influenced their teaching practices and the focus of their reflections. The authors also found that the participants examined five themes of teaching: (1) navigating the school world, (2) managing the technical classroom, (3) negotiating barriers, (4) nurturing all students, and (5) understanding learning.