Preservice Teachers' Language- and Literacy-Integrated Science Instruction Through a Cultural Historical Activity Theory Lens

• In Event: Supporting Preservice Science and Mathematics Teacher Learning

Abstract

An increase in linguistically diverse science classrooms in the United States requires teacher training in language- and literacy-integrated science instruction. However, little is known about how teacher preparation in language- and literacy-integrated science translates into classroom instruction, nor how contextual factors affect instructional implementation. We used activity theory to investigate how science pre-service teachers’ (PSTs) student teaching contexts supported or constrained their implementation of language- and literacy-integrated science instruction. Results indicated PSTs’ abilities to implement language- and literacy-integrated science instruction was shaped by various contextual factors in their student teaching activity systems, including division of labor with mentor teachers, classroom and school norms, and PSTs’ expectations of classroom communities. The findings have implications for teacher education, teaching, and learning.

Authors

• Alexis Rutt, University of Virginia

• Frackson Mumba, University of Virginia