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ARISE / Annotated Bibliography / Pedagogical Language Knowledge: An Investigation of a Science Teacher Candidate’s Student Teaching Strengths and Struggles

Pedagogical Language Knowledge: An Investigation of a Science Teacher Candidate’s Student Teaching Strengths and Struggles

Summary

In today’s increasingly linguistically diverse classrooms, all science teachers require expertise in supporting students’ language development simultaneous to content-based classroom instruction. Current science-oriented K-12 teaching frameworks and standards promote a vision of learning and doing science that entails engaging students in language-rich science practices. The purpose of this case study was to follow one teacher candidate’s developing pedagogical language knowledge. Of specific interest was his instructional decision-making in regard to integrating science and language learning. This study provides insight into the strengths and struggles of a novice teacher during his student-teaching experience. Overall, findings indicate that his knowledge and understandings about science, language, and science-language integration proved more sophisticated than his implementation, and at times, his practices were contradictory to the more sophisticated views that he held. This case offers an example for other teacher educators seeking to better prepare teacher candidates for the integration of language and content.

Authors

Lara K. Smetana, Amy J. Heineke, Jenna Sanei

Organization/Affiliation

Loyola University, Chicago, Concordia University, Chicago

Year

2019

Noyce Award Number

1660794

Grade Level

High School (preparation to teach), Post-bac-level (initial teacher preparation)

Discipline

Science

Resource Type

Article - Peer-reviewed Journal

Citation

Smetana, L.K., Heineke, A. J., Sanei., J. (2019). Pedagogical language knowledge: An investigation of a science teacher candidate’s student teaching strengths and struggles. Action in Teacher Education. DOI:10.1080/01626620.2019.1650841

Content Focus

Content, Pedagogy, Supporting each and every student, Teacher candidate learning—content, Teacher candidate learning—pedagogy

This material is based upon work supported by the National Science Foundation (NSF) under Grant Numbers DUE- 2041597 and DUE-1548986. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

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