Working Together to Prepare Teachers of Science and Language: Examining the Value of Collaboration among Science and Language Faculty

Autor/inn/en	Jimenez-Silva, Margarita; Merritt, Joi; Rillero, Peter; Kelley, Michael
Titel	Working Together to Prepare Teachers of Science and Language: Examining the Value of Collaboration among Science and Language Faculty
Quelle	In: Electronic Journal of Science Education, 20 (2016) 3, S.73-91 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-3430
Schlagwörter	Preservice Teacher Education; English Language Learners; Teacher Competencies; Teacher Education Programs; Problem Based Learning; Teaching Methods; Science Instruction; Methods Courses; Second Language Learning; Elementary Secondary Education; Partnerships in Education; Science Teachers; Teacher Collaboration; Language Teachers; English (Second Language); Interdisciplinary Approach; Arizona + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lehrkunst; Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Methodisch-didaktische Anleitung; Zweitsprachenerwerb; Hochschulpartnerschaft; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	This qualitative study examines the change in a preserve program as our faculty members systematically work together to change the culture of our college to one in which everyone assists future teachers to work with ELLs. The iTeach ELL Systems Framework has promoted understanding of the interconnected nature of student learning, which includes: university/school partnerships designed to impact that learning through more effectively prepared teacher candidates, school and university organizational features, and state statutes and policy regulations. One focus of this work is to infuse problem-based learning (PBL) and ELL strategies into science methods courses. This qualitative study of efforts and approaches to reform science methods courses has identified three themes: a) Value of Agreeing on Terms (b) Value of Integrating Content and Language Learning (c) Value of Presenting a Unified Message. Successes and challenges for supporting pre-service teachers to develop knowledge of both PBL and ELL strategies are discussed. (As Provided).
Anmerkungen	Southwestern University and Texas Christian University. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ejse@southwestern.edu; Web site: http://ejse.southwestern.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01