Emotional Transitions: Exploring Professional Transitions of Science Teachers
If Australian schools are to address the reported inequitable outcomes in scientific literacy, linked to cultural differences within schools, then it is a priority to create a fresh set of roles and practices for teachers and learners. In the proposed research we will explore cultural difference in relation to participation and achievement in science. In this interdisciplinary study we draw on a variety of qualitative research methods to studying social practices. We expect to create new theory, educate participants about our different perspectives, catalyse positive changes like improved scientific literacy outcomes in the institutions being studied, and ensure that all participants benefit from the research equitably.