Preservice Teachers Perspectives on Contextualized, Language Literacy-Rich, Inquiry-Centered Science Instruction

• In Event: Complexities in Preservice Science Teacher Learning and Practice

Abstract

This study explores elementary preservice teachers’ (PSTs) experience and perspectives, following their participation in two modified science methods courses as a part of their teacher preparation program in a large, urban university. The courses aimed to better support all learners, particularly emergent bilinguals (EB), by integrating language literacy and contextualization in inquiry-centered science instruction. For this phenomenological study, a thematic analysis of interview transcripts and reflections from five female PSTs was conducted to understand how they integrated these components into their lessons and what their notable observations and takeaways were. The three major themes that emerged were: 1) increased student engagement from connections, 2) academic and personal student growth, and 3) challenges faced in implementing the modified science lessons.

Authors

• Maria Alexandra Walsh, University of Houston

• Sissy S. Wong, University of Houston

• Hien Thi Tran, University of Houston

• Jie Zhang, University of Houston

• Laveria Hutchison, University of Houston

• Elisa M. Holcomb, University of Houston

• Samuel Katende, University of Houston