Exploring the Development of Bilingual STEM Teachers' Identities Through a Mixed-Methods Research Approach

• In Event: Moscone Center West Roundtable Session 12
  In Roundtable Session: Teacher and Student Identity for Bilingual Development

Abstract

In this exploratory concurrent mixed-methods study, we aimed to explore bilingual and dual language (BDL) teachers’ understanding of STEM (science, technology, engineering, and mathematics) instructional components from the perspective of their primary language, culture, and educational background. We also intended to inquire about what resources and professional development opportunities BDL teachers would like to pursue in order to effectively teach STEM. We collected data through a survey, observations, and research team member-checking sessions. Using scale validation (through Cronbach alpha and exploratory factor analysis), and inductive and deductive thematic analysis, we found that BDL teachers often reported themselves as problem-solvers and collaborators but lack the resources to effectively integrate STEM content and praxis in the partner language.

Authors

• Marialuisa Di Stefano, University of Massachusetts - Amherst

• Idalis Villanueva, University of Florida