Science Teachers' Attitudes, Beliefs, and Enactment of Practices Through Professional Development for Gender and Sexual Diversity‐Inclusive Science Teaching
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| Natura: | Artículo Open Access |
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Wiley
2025
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| _version_ | 1867013833400254464 |
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| author | Gary W. Wright Sarah Poor Victoria Barron Austin Gaskin |
| author_facet | Gary W. Wright Sarah Poor Victoria Barron Austin Gaskin Gary W. Wright Sarah Poor Victoria Barron Austin Gaskin |
| collection | Wiley Open Access |
| contents | Science Teachers' Attitudes, Beliefs, and Enactment of Practices Through Professional Development for Gender and Sexual Diversity‐Inclusive Science Teaching Gary W. Wright Sarah Poor Victoria Barron Austin Gaskin Science Education ABSTRACT Despite increasing calls for gender and sexual diversity (GSD)‐inclusive science education, exploring how science teacher professional development (PD) can be designed to prepare in‐service science teachers to engage with and enact GSD‐inclusive science teaching (GSDST) remains an important area for research. This mixed methods study drew on survey, interview, and observational data to examine changes in 14 secondary in‐service science teachers’ attitudes and beliefs, and their enactment of practices following participation in a 22‐h GSD‐aligned PD program. Our quantitative findings suggested that the teachers were mostly supportive of measures indicative of GSDST before the intervention, with some individual variation. There was an overall trend in favor of GSDST with medium to large effect sizes after the intervention, which reached statistical significance on measures of heteronormative attitudes and beliefs. Qualitative analysis identified distinct patterns of change among the participants: static supportive, positive shifters, and negative shifters. Observations further illustrated diverse enactments of GSDST across the participants, including critical enactments that disrupted normative structures and existing curricular frameworks in science, equity enactments focused on integrating GSD topics within existing curricular frameworks, and constrained enactment where external pressures such as administrative pushback or community resistance limited some teachers' GSDST. These findings underscore the need for discipline‐specific PD and structural support to foster sustained and critical science teacher engagement. 10.1002/sce.70039 http://onlinelibrary.wiley.com/termsAndConditions#vor |
| doi_str_mv | 10.1002/sce.70039 |
| format | Artículo Open Access |
| id | wiley_oa_10_1002_sce_70039 |
| institution | Wiley Open Access |
| license_str_mv | http://onlinelibrary.wiley.com/termsAndConditions#vor |
| publishDate | 2025 |
| publisher | Wiley |
| record_format | wiley_oa |
| spellingShingle | Science Teachers' Attitudes, Beliefs, and Enactment of Practices Through Professional Development for Gender and Sexual Diversity‐Inclusive Science Teaching Gary W. Wright Sarah Poor Victoria Barron Austin Gaskin Science Education Science Teachers' Attitudes, Beliefs, and Enactment of Practices Through Professional Development for Gender and Sexual Diversity‐Inclusive Science Teaching Gary W. Wright Sarah Poor Victoria Barron Austin Gaskin Science Education ABSTRACT Despite increasing calls for gender and sexual diversity (GSD)‐inclusive science education, exploring how science teacher professional development (PD) can be designed to prepare in‐service science teachers to engage with and enact GSD‐inclusive science teaching (GSDST) remains an important area for research. This mixed methods study drew on survey, interview, and observational data to examine changes in 14 secondary in‐service science teachers’ attitudes and beliefs, and their enactment of practices following participation in a 22‐h GSD‐aligned PD program. Our quantitative findings suggested that the teachers were mostly supportive of measures indicative of GSDST before the intervention, with some individual variation. There was an overall trend in favor of GSDST with medium to large effect sizes after the intervention, which reached statistical significance on measures of heteronormative attitudes and beliefs. Qualitative analysis identified distinct patterns of change among the participants: static supportive, positive shifters, and negative shifters. Observations further illustrated diverse enactments of GSDST across the participants, including critical enactments that disrupted normative structures and existing curricular frameworks in science, equity enactments focused on integrating GSD topics within existing curricular frameworks, and constrained enactment where external pressures such as administrative pushback or community resistance limited some teachers' GSDST. These findings underscore the need for discipline‐specific PD and structural support to foster sustained and critical science teacher engagement. 10.1002/sce.70039 http://onlinelibrary.wiley.com/termsAndConditions#vor |
| title | Science Teachers' Attitudes, Beliefs, and Enactment of Practices Through Professional Development for Gender and Sexual Diversity‐Inclusive Science Teaching |
| topic | Science Education |
| url | https://onlinelibrary.wiley.com/doi/10.1002/sce.70039 |