Developing Preservice Teacher Expertise in Integrating Science and Diversity Education

• In Event: 14.043 - Roundtable Session 1
  In Roundtable Session: 14.043-3 - Beliefs and Contexts of Preservice Teachers' Identities

Abstract

In this paper we present findings from a project that documented the development of preservice teachers’ practices in delivering science instruction that considers issues of language and culture. This included drawing on students’ personal and home knowledge about science phenomenon and providing instructional attention to the language and literacy needed to do science. Teacher candidates in the intervention group (n=65) received a science methods course and teaching practicum experience that provided guidance in infusing considerations for language and culture in science. A regression analysis yielded more elements of these practices were found in the science teaching of the intervention group than the comparisons group candidates (n=45).

Authors

• Marco A. Bravo, Santa Clara University

• Eduardo Mosqueda, University of California - Santa Cruz

• Jorge L. Solis, The University of Texas - San Antonio