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

• In Event: 46.050 - English Language Development for Bilingual Students: Engaging New Pedagogies

Abstract

Persistent gaps in science and mathematics achievement, particularly for bilingual children, have heightened attention to increasing the pool of teachers highly qualified to teach these subjects. Project X was designed to develop elementary school teachers’ science and mathematics instructional effectiveness for supporting the instructional needs of English Learners (ELs). Three domains of effective teachers and teaching are considered: content knowledge, self-efficacy, and pedagogical skills. Specifically, we examine teachers’ their self-efficacy to teach math and science, self-efficacy to teach in bilingual settings, and instructional practice as well as the relationship between self-efficacy, content knowledge, and instructional practice. Findings suggest a complex interplay between content knowledge, self-efficacy and instructional, but generally 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, Texas Tech University

• Fatih Koca, Texas Tech University

• Raymond Flores, Texas Tech University