doi: 10.18178/ijimt.2025.16.1.971
Teacher Experience with Culturally Responsive Science Teaching Practice: A Qualitative Study
Rif’ati Dina Handayan1,*
,
Triyanto2 ,
Pramudya Dwi Aristya Putra3
- 1Physics Education Deparment, University of Jember, Indonesia
- 2Department of Civic Educatation, Sebelas Maret University. Indonesia
- 3Science Education Department, University of Jember, Indonesia
- Manuscript receivedOctober 29, 2024
- revisedNovember 22, 2024
- acceptedDecember 25, 2024
- publishedMarch 12, 2025
Abstract
This research aims to investigate teachers’ experiences in Culturally Responsive Science Teaching (CRST). This research is a qualitative narrative inquiry study with six teachers who are currently pursuing teacher professional education as participants. Data was collected through open interviews. A thematic analysis is used to process data in stages: data transcription and selection of quotations, selection of
Keywords
- culturally responsive pedagogy
- culturally responsive teaching
- teacher experience
- teaching practice
How to Cite
Rif’ati Dina Handayan, Triyanto, and Pramudya Dwi Aristya Putra, "Teacher Experience with Culturally Responsive Science Teaching Practice: A Qualitative Study," International Journal of Innovation, Management and Technology, vol. 16, no. 1, pp. 14-18, 2025. https://doi.org/10.18178/ijimt.2025.16.1.971
Copyright & License
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).