In this study, we explore how preservice secondary science teachers articulated their agency and structural awareness within racist–nativist policy and schooling environments that limit emergent bilingual students' opportunities to learn science. Our praxis-oriented analysis led us to characterize novice teacher participants' discursive positionings within this structure–agency dialectic—that is, what it means to teach science well with emergent bilingual learners in the context of structural exclusions—as deficit, distancing, or discerning. We then discuss how these preservice teacher positionings were a function of tension management for working within the structure–agency dialectic. In our discussion, we refer to this phenomenon as praxis crisis, that is, the disjuncture between theory and practice that occurs as teachers negotiate the real and perceived constraints of their work. We consider how the concept of praxis crisis that emerged from our work can be a critical dialogic tool for transformative learning in science teacher education research and practice, and how a praxis-oriented methodological approach can support more expansive and nuanced understandings of teacher learning.

中文翻译：

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实践危机和新兴双语学习者科学教师教育的问题

在这项研究中，我们探讨了职前中学科学教师如何在限制双语学生学习科学机会的种族主义-本土主义政策和学校环境中阐明他们的能动性和结构意识。我们以实践为导向的分析使我们将新手教师参与者在这种结构中的话语定位（代理辩证法）进行了描述，也就是说，在结构性排斥的背景下，与新兴双语学习者一起很好地教授科学意味着什么——赤字、疏远或洞察力。然后，我们讨论这些职前教师定位如何成为结构-机构辩证法中工作的紧张管理的功能。在我们的讨论中，我们将这种现象称为实践危机，即教师在讨论其工作的真实和感知的限制时发生的理论与实践之间的脱节。我们考虑我们工作中出现的实践危机概念如何成为科学教师教育研究和实践中变革性学习的关键对话工具，以及以实践为导向的方法论如何支持对教师学习更广泛和细致的理解。