Chemistry teaching practices self-assessment and self-improvement from intercultural education
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Abstract
Chemistry teaching can be culturally exclusionary, epistemologically violent, and colonial. Therefore, assessing the power relationships between cultures in teaching practice would help transform this reality. Thus, the objective is to present a tool for teachers to self-assess their chemistry teaching practices and improve them from an intercultural perspective. The study is qualitative and inductively analyzes the content of the responses that four participants gave to the tool. The results suggest that the tool guides teachers to critically reflect on and improve their teaching practices in intercultural terms.
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References
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