Preservice Science Teachers' Understanding of Instruction for Diverse Learners: A Focus on Funds of Knowledge

• In Event: Supporting Preservice Science and Mathematics Teacher Learning

Abstract

In this mixed-methods study, we analyzed survey and interview data to examine how 89 preservice secondary science teachers from four teacher education programs understood building on and using student funds of knowledge. Survey data indicated a deepened understanding of student funds of knowledge over time. In their interviews, preservice teachers identified a range of different types of funds of knowledge, focusing on students’ linguistic resources and prior knowledge. Still, participants sometimes described using student funds of knowledge at a superficial level and expressed uncertainty around incorporating this principle into their lessons. Findings suggest that teacher educators must devise better ways to support preservice teachers in learning to integrate students’ diverse backgrounds and perspectives into their classroom teaching.

Authors

• Meghan Macias, University of California - Santa Barbara

• Stacey L. Carpenter, University of California - Santa Barbara

• Alexandria K. Hansen, California State University - Fresno

• Matthew James Shackley, University of California - Santa Barbara

• Elisa M. Stone, University of California - Berkeley

• Erik Arevalo, University of California - Santa Barbara

• Andrew Maul, University of California - Santa Barbara

• Julie Bianchini, University of California - Santa Barbara