Elementary Science Professional Development for Teachers of English Learners: Support for Discipline-Based Approaches

• In Event: Roundtable Session 4
  In Roundtable Session: Support the Teacher: Science Teacher Development

Abstract

Persistent gaps in student science achievement, particularly for bilingual children, have heightened attention to increasing the pool of teachers highly qualified to teach science. In response, Project X* professional development (PD) was established to develop elementary school teachers’ science instructional effectiveness for supporting the instructional needs of English Learners (ELs). Three domains of effective teachers and teaching are considered in this project: content knowledge, teaching and learning dispositions, and pedagogical skills. In this study, we examine elementary school teachers’ content knowledge growth, their self-efficacy to each science, and beliefs about teaching and learning in bilingual settings. Findings suggest a complex interplay between teachers’ beliefs content knowledge and self-efficacy. Findings support the need to provide a disciple-based approach to professional development.

Authors

• Zenaida Aguirre-Munoz, Texas Tech University

• Delia Carrizales, Texas Tech University

• Cecilia Pincock, Texas Tech University

• Denise Nicole Lara, Texas Tech University

• Magdalena Pando, Southern Methodist University

• Fatih Koca, Texas Tech University