Examining Preservice Science Teachers' Implementation of Language- and Literacy-Integrated Science through a Cultural Historical Activity Theory Lens

Autor/inn/en	Rutt, Alexis A.; Mumba, Frackson
Titel	Examining Preservice Science Teachers' Implementation of Language- and Literacy-Integrated Science through a Cultural Historical Activity Theory Lens
Quelle	In: Science Education, 107 (2023) 3, S.773-809 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rutt, Alexis A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21775
Schlagwörter	Secondary School Teachers; Science Teachers; Preservice Teachers; Preservice Teacher Education; Language Usage; Diversity; Science Instruction; Student Attitudes; Bilingualism; Teaching Methods; Cultural Context; Learning Theories + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Sprachgebrauch; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Bilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Learning theory; Lerntheorie
Abstract	The increasing attention in science education reform documents to language and literacy, coupled with the growing linguistic diversity of United States classrooms, means that science teacher educators and researchers are facing an important task of preparing secondary science preservice teachers (PSTs) to teach a language- and literacy-integrated form of science in linguistically diverse classrooms. Unfortunately, research in this field is in its nascency, and while some studies have addressed PSTs' instructional planning for and implementation of language- and literacy-integrated science instruction, none have considered the unique contextual factors that inform PSTs' uptake of these reform-oriented instructional practices, despite many studies suggesting student-teaching contexts are a key factor in PSTs' instructional decisions. The purpose of this multiple case study was to consider the unique contextual factors that supported and constrained three PSTs' uptake of language- and literacy-integrated science practices through a Cultural-Historical Activity Theory (CHAT) lens. Findings indicated that PSTs' implementation of language- and literacy-integrated science instruction was shaped by interactions among the mediating elements of their student teaching activity systems, including PSTs' division of labor with mentor teachers, the classroom and school norms, PSTs' perceptions of their classroom communities, and PSTs' past life experiences and resources. These findings highlight the roles that different elements of learning-to-teach contexts can play in PSTs' enactment of reform-oriented instruction. Implications for science teacher education, instruction for emergent bilinguals, and research are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01