Hannah Cooke, Todd Campbell, April Luehmann, Yang Zhang, Déana Scipio

Original article: Cooke, H., Campbell, T., Luehmann, A., Zhang, Y., & Scipio, D. (2025). “I sit here thinking I can do this”: Developing justice‐centered ambitious science teaching identities in professional professional learning communities. Journal of Research in Science Teaching, 62(4), 1040–1072. 

DOI: https://doi.org/10.1002/tea.21991 

Teachers grow and improve by developing their professional identity—how they see themselves and their role in the classroom. This study explores how science teachers can strengthen an identity focused on equity in science education and social justice teaching practices.

Researchers followed 13 practicing science teachers participating in professional learning communities (PLCs) as part of a multi-year project. The project focused on justice-centered science teaching, which combines strong science instruction with a commitment to equity, inclusion, and student voice.

Key Findings

• PLCs support teacher growth in equity-focused teaching. Regular collaboration, reflection, and discussion helped teachers build confidence and skills in justice-centered science teaching. 
• Collaborative inquiry builds expertise. When teachers studied their own classrooms and shared student feedback, they developed stronger instructional practices and saw themselves as contributors to professional knowledge. 
• Shared curriculum can jumpstart change. Collaboratively designed lessons and units helped teachers learn about students’ strengths and bring inclusive teaching practices into their classrooms—though adapting it took time and support. 

Classroom Tips for Teachers

• Join or build a PLC. Collaborate with colleagues to reflect on teaching and improve science instruction together. 
• Center on your students. Explore ways to promote student voice, fairness, and access in your classroom. Use activities that help you learn about students’ experiences, cultures, and strengths to support inclusive STEM learning. 
• Gather feedback and reflect on your practice. Ask students about their learning experiences to guide improvements in classroom engagement and inclusivity. Reflection—individually or with peers—can strengthen your teaching effectiveness and equity focus. 
• Advocate for support. Work with school leaders to create conditions that allow for equity-centered science instruction.