Teacher Satisfaction and Learning: Evaluation of a Co-Design Featured Translanguaging Professional Development

• In Event: Teachers as Learners, Leaders, and Language Advocates

Abstract

This study examines teachers' reactions and learning from a summer professional development (PD) program designed to support middle-school science educators in working with multilingual learners (MLs) through translanguaging pedagogy. Following Guskey’s framework, we analyzed teacher satisfaction and learning. Findings highlights teachers’ positive reception of the PD and notable growth in teachers' translanguaging stance, conceptual understanding, and lesson design. This study contributes to the field by offering a co-designed, translanguaging-focused PD model supporting equitable science instruction.

Authors

• Hien Thi Tran, University of Houston

• Jie Zhang, University of Houston

• Zhenjie Hou, University of Houston

• May JadAllah, Independent researcher

• Araceli Enriquez Andrade, University of Houston

• Sissy S. Wong, University of Houston

• Yonglin Ruan, University of Houston