Examining Secondary Preservice Teachers' Understanding of a Trifocal Approach Integrated in a Science Method Course

• In Event: STEM Pedagogical Content Knowledge: Examining the Role of Social Context, Dispositions, and Innovative Practice

Abstract

Reconceptualizing science content and the language of science in the NGSS raises a variety of challenges for students and teachers. Through collaboration between science education, disciplinary literacy, and Teaching English to Speakers of Other Languages (TESOL) faculty, a tri-focal approach was designed and integrated into a science methods course to better prepare secondary preservice teachers (PSTs). Based on three points of observation, the purpose of this study was to examine PSTs’ understanding of the tri-focal approach to support all students, including English Learners (EL), science learning. Findings from the three data sources indicated that secondary PSTs showed a developing understanding of the tri-focal approach. Significance of the innovation for secondary PSTs’ preparation was presented.

Authors

• Su Gao, University of Central Florida

• Vicky I. Zygouris-Coe, University of Central Florida

• Joyce Watson Nutta, University of Central Florida

• Haiyan Bai, University of Central Florida

• Kristina Brendel, University of Central Florida