“This Type of Teaching Moves Beyond Academic Achievement on Tests as the Only Measure of a Good Science Education and Student Achievement”: Exploring Pre-Service Science Teachers’ Conceptualizations of Justice-Centered Science Pedagogy Through a Class Social Justice Project

Science content, teaching, and teacher preparation are all political acts. However, accepting the nature of science as well that teaching has proven to be a hard shift for many in community. In this paper, we suggest away from an apolitical toward system practices transforms purposes education through justice-centered pedagogy approach. For teachers engage their students type transformative learning, argue themselves need immersed conditions under which learning experiences foregrounds power justice centered pedagogy. study, explore residency program, particular, secondary methods course pre-service engaged social project exploring issues illustrate preservice teachers’ conceptualizations learning.