In-Process Learning. A Critical Sociocultural Multiple-Case Study: Teachers of Multilingual Learners (MLLs) in Science Professional Development

• In Event: Enhancing Equity and Access in Science Teaching and Teacher Education

Abstract

Despite recent investments in science teacher professional development, inequities persist for multilingual learners (MLLs) in elementary science classrooms. Moreover, the way teachers interpret and translate learning from professional development initiatives into practice is not thoroughly understood. In this presentation, we examine three cases, exploring the ways that teachers negotiated their learning in relation to their beliefs, students, and contexts. These offer rich examples of what learning might look like as it is in a process of becoming, which can provide valuable insights for PD facilitators and other stakeholders to support teachers in improving their practices to support MLLs.

Authors

• Sarah Ansari, San Leandro Unified School District

• Kathryn J. Strom, California State University - East Bay

• Kathryn N. Hayes, California State University - East Bay