Learning to Teach Inquiry: A Beginning Science Teacher of English Language Learners

Autor/inn/en	Ortega, Irasema; Luft, Julie A.; Wong, Sissy S.
Titel	Learning to Teach Inquiry: A Beginning Science Teacher of English Language Learners
Quelle	In: School Science and Mathematics, 113 (2013) 1, S.29-40 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/j.1949-8594.2013.00174.x
Schlagwörter	Science Teachers; Beginning Teachers; English Language Learners; Urban Schools; Observation; Interviews; Inquiry; Active Learning; Beginning Teacher Induction; Secondary School Teachers; Teacher Attitudes; Academic Discourse; Program Effectiveness; High Schools; Beliefs; Attitude Change; Context Effect; Middle Schools; Case Studies; Second Language Instruction; English (Second Language) + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Beobachtung; Interviewing; Interviewtechnik; Aktives Lernen; Lehrerverhalten; Discourse; Diskurs; High school; Oberschule; Belief; Glaube; Attitudinal change; Einstellungsänderung; Middle school; Mittelschule; Mittelstufenschule; Case study; Fallstudie; Case Study; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	Early career science teachers are often assigned to classrooms with high numbers of English language learners (ELLs). For the underprepared early career science teacher, these circumstances are challenging. This study examines the changes in beliefs and practices of an early career science teacher who taught high numbers of ELLs in an urban setting. Victoria participated in the Alternative Support for Induction Science Teachers (ASIST) program during her initial two years of teaching. Our research team followed her over a three-year period, and the data collected included classroom observations and interviews about her beliefs and practices. In addition, documents such as teacher evaluations and classroom artifacts were collected periodically for the purpose of triangulation. The analysis of the data revealed that with the support of the ASIST program, Victoria implemented inquiry lessons and utilized instructional materials that promoted language and science competencies for her ELLs. Conversely, standardized testing and her teaching assignment played a role in constraining the implementation of inquiry-based practices. The results of this study call for collaborative efforts between university science educators and school administrators to provide professional development opportunities and support to build the capacity of early career science teachers of ELLs. (Contains 3 tables.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10