Case-Based Science Professional Development: Bilingual/ESL Teachers' Reflections About Subject Matter Knowledge and Instructional Practice

• In Event: AERA Poster Session 11
  In Poster Session: Science Teaching and Learning: Preservice and In-Service Science Teacher Learning

Abstract

Researchers utilized case-based instruction in science PD to present 8 bilingual/ESL teachers with authentic learning experiences in teaching and learning to foster critical reflection about subject matter knowledge and pedagogy. Teachers were asked to identify underlying concepts in cases (vignettes) and to critically reflect on instructional practice. Findings revealed teachers went from identifying concepts as single term or short phrase abstractions to recognizing patterns and relationships; identifying causal relationships in energy transfer; and revealed conceptual understanding as causal relationships in energy transfer and transformations. Hands-on learning, systemic teaching, disciplinary language, and differentiating content were emphasized as more effective instructional practices. Implications suggest case-based instruction provides rich opportunities for reflection about pedagogy in PD.
Keywords: Case-based Instruction, Critical Reflection, English learners

Authors

• Magdalena Pando, Southern Methodist University

• Zenaida Aguirre-Munoz, University of California, Merced