A Qualitative Case Study of Field-Based Teacher Education: One Candidate's Evolving Expertise of Science Teaching for Emergent Bilinguals

Autor/inn/en	Heineke, Amy J.; Smetana, Lara; Carlson Sanei, Jenna
Titel	A Qualitative Case Study of Field-Based Teacher Education: One Candidate's Evolving Expertise of Science Teaching for Emergent Bilinguals
Quelle	In: Journal of Science Teacher Education, 30 (2019) 1, S.80-100 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Heineke, Amy J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2018.1537058
Schlagwörter	Case Studies; Bilingualism; Preservice Teachers; Science Teachers; Faculty Development; Teacher Education Programs; Cultural Differences; English (Second Language); Second Language Learning; Teaching Methods; Science Instruction; Sociocultural Patterns; Expertise; Secondary School Students; Student Attitudes; Field Experience Programs; Knowledge Base for Teaching; Program Design; Culturally Relevant Education; Urban Areas; Program Descriptions; Graduate Students; Undergraduate Students + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Bilingualismus; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Kultureller Unterschied; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Soziokulturelle Theorie; Expert appraisal; Sekundarschüler; Schülerverhalten; Praxisnahes Lernen; Teaching theory; Theory of teaching; Unterrichtstheorie; Programme design; Programmaufbau; Programmplanung; Urban area; Stadtregion; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	Teacher education programs are responsible for preparing science teachers for today's culturally and linguistically diverse classrooms, which includes preparing them to support students' science learning and language development. Given the rapid growth in linguistic diversity across the country, science teacher preparation for English learners, referred to here as emergent bilinguals, is particularly critical. Although research-based pedagogical practices have been established for both science learning and language development, the fields remain separated in preparatory programs, which makes it unlikely that teachers will merge the 2 in future practice. To date, research has begun to explore professional development efforts with in-service teachers focused on science education for "emergent bilinguals," but studies involving preservice science teachers are scant. Working within a sociocultural paradigm, this single-case study uses narrative methods to explore the following question: How does field-based teacher education promote and influence the development of professional expertise for teaching emergent bilinguals in secondary science classrooms? Analyzing data collected over 2 years, we present findings from a secondary science teacher candidate's experiences across a field-based teacher education program that prioritizes understandings, knowledge, and skills for emergent bilinguals. We discuss implications for science teacher educators seeking to design effective field-based programs that prioritize emergent bilinguals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01