‘They might know a lot of things that I don’t know’: investigating differences in preservice teachers’ ideas about contextualizing science instruction in multilingual classrooms

Sara E Tolbert, Corey Knox

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

This paper describes the results from a qualitative study of 72 preservice teachers’ initial ideas about contextualizing science instruction with language minority students. Participants drew primarily on local ecological and multicultural contexts as resources for contextualizing instruction. However, preservice teachers enrolled in the bilingual certification program articulated more asset-oriented and less stereotypical ideas than those not seeking bilingual certification. Results can inform teacher education programs that aim to prepare graduates for teaching science in multilingual classrooms.

Original languageEnglish (US)
Pages (from-to)1-17
Number of pages17
JournalInternational Journal of Science Education
DOIs
StateAccepted/In press - May 19 2016

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instruction
classroom
certification
teacher
science
assets
graduate
minority
Teaching
language
resources
education
student

ASJC Scopus subject areas

  • Education

Cite this

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