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Journal of Science Teacher Education

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01.08.2014 | Elementary Science Teacher Education

Possibilities and Limits of Integrating Science and Diversity Education in Preservice Elementary Teacher Preparation

verfasst von: Marco A. Bravo, Eduardo Mosqueda, Jorge L. Solís, Trish Stoddart

Erschienen in: Journal of Science Teacher Education | Ausgabe 5/2014

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Abstract

In this paper we present findings from a project that documented the development of preservice teachers’ beliefs and practices in delivering science instruction that considers issues of language and culture. Teacher candidates in the intervention group (n = 65) received a science methods course and teaching practicum experience that provided guidance in teaching science in culturally and linguistically responsive ways. Comparisons between a control group of preservice teachers (n = 45) and those involved in the intervention yielded stronger beliefs about the efficacy in promoting collaboration in science teaching than the intervention group. Observations of these preservice teachers during their teaching practicum revealed differences in favor of the intervention group in: (a) implementing science instruction that addressed the language and literacy involved in science; (b) using questions that elicited higher order thinking and; (c) providing scaffolds (e.g., purposeful feedback, probing student background knowledge) when confronting abstract scientific concepts. Implications for preservice teacher education are addressed.

Vorheriger Artikel Promoting the Understanding of Photosynthesis Among Elementary School Student Teachers Through Text Design

Nächster Artikel Improving Science and Literacy Learning for English Language Learners: Evidence from a Pre-service Teacher Preparation Intervention

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Titel: Possibilities and Limits of Integrating Science and Diversity Education in Preservice Elementary Teacher Preparation
verfasst von: Marco A. Bravo
Eduardo Mosqueda
Jorge L. Solís
Trish Stoddart
Publikationsdatum: 01.08.2014
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 5/2014
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-013-9374-8

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