"More Mindful of ESL Students": Teacher Participation and Learning in ESL and Content Teachers' Collaboration in a Science Middle School Classroom

Autor/inn/en	Giles, Amanda; Yazan, Bedrettin
Titel	"More Mindful of ESL Students": Teacher Participation and Learning in ESL and Content Teachers' Collaboration in a Science Middle School Classroom
Quelle	In: MEXTESOL Journal, 45 (2021) 2, (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Giles, Amanda) ORCID (Yazan, Bedrettin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2395-9908
Schlagwörter	Middle School Teachers; Middle School Students; Science Instruction; Teacher Collaboration; English (Second Language); Language Teachers; Science Teachers; English Language Learners; Cooperative Planning; Team Teaching; Grade 7; Teacher Role; Spanish Speaking; Time; Barriers; Teacher Attitudes; Faculty Development + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerkooperation; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Science; Science teacher; Wissenschaft; Teamteaching; School year 07; 7. Schuljahr; Schuljahr 07; Lehrerrolle; Zeit; Lehrerverhalten
Abstract	Teacher collaboration has received international research attention and has emerged as an effective way for teachers to engage in professional growth opportunities (Dove & Honigsfeld, 2018; Rao & Chen, 2020). An examination of teacher collaboration can shed light on the process by which teachers work together and illuminate further possibilities for professional learning and growth across all English teaching contexts (Dove & Honigsfeld, 2018; Giles & Yazan, 2019). Building on a sociocultural theory of learning, this study examined ESL and science teachers' participation in a collaborative partnership to enhance ESL students' education. It investigated how both teachers learned to co-plan and co-teach ESL students in a seventh-grade science classroom in the Southeastern U.S. This study relied on qualitative data methods and employed grounded theory techniques (Charmaz, 2006). The findings showed that limited collaborative planning time and the ESL and science teachers' disparate notions of collaborative teaching contributed to the teachers' unequal collaborative planning and teaching roles. Consequently, different learning outcomes were realized for both teachers. (As Provided).
Anmerkungen	MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01