Professional development for language support in science classrooms: Evaluating effects for elementary school teachers

被引：2
|
作者：
Heppt, Birgit [1 ]
Henschel, Sofie [2 ]
Hardy, Ilonca [3 ]
Hettmannsperger-Lippolt, Rosa [3 ,4 ]
Gabler, Katrin [1 ,5 ]
Sontag, Christine [1 ,5 ]
Mannel, Susanne [3 ,6 ]
Stanat, Petra [2 ]
机构：
[1] Humboldt Univ, Unter Linden 6, D-10099 Berlin, Germany
[2] Humboldt Univ, Inst Educ Qual Improvement IQB, Berlin, Germany
[3] Goethe Univ Frankfurt, Frankfurt, Germany
[4] Hess Lehrkrafteakad, Walter Hallstein Str 3-7, D-65197 Wiesbaden, Germany
[5] Free Univ Berlin, Habelschwerdter Allee 45, D-14195 Berlin, Germany
[6] Univ Appl Sci, Accadis Hsch Bad Homburg, Weidenring 4, D-61352 Bad Homburg, Germany
来源：
TEACHING AND TEACHER EDUCATION | 2022年 / 109卷
关键词：
Professional development; Language support; Elementary school; Science education; PEDAGOGICAL CONTENT KNOWLEDGE; ENGLISH LEARNERS; LITERACY; EDUCATION; INQUIRY; BELIEFS; TOOL; INSTRUCTION; STRATEGIES; STANDARDS;
D O I：
10.1016/j.tate.2021.103518
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
We investigate the effectiveness of professional development (PD) aimed at promoting teachers' language-support skills in elementary school science instruction. In a 2-year quasi-experimental field trial study with 32 teachers in Germany, an intervention group (IG) and a control group (CG) received PD for teaching selected science topics; the IG additionally received PD for language support. Strong treatment effects emerged on teachers' language-support skills and, to a lesser extent, on language support activities in classroom teaching. All teachers gained pedagogical content knowledge and self efficacy for teaching elementary school science, thus pointing to the effectiveness of the PD. (c) 2021 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
引用
收藏
页数：14
相关论文
共 50 条
  • [1] Elementary Teachers' Perception of Language Issues in Science Classrooms
    Seah, Lay Hoon
    [J]. INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION, 2016, 14 (06) : 1059 - 1078
  • [2] Elementary Teachers’ Perception of Language Issues in Science Classrooms
    Lay Hoon Seah
    [J]. International Journal of Science and Mathematics Education, 2016, 14 : 1059 - 1078
  • [3] Effects of professional development in language support for ECEC professionals and teachers
    Kaempfe, Karin
    Betz, Tanja
    Kucharz, Diemut
    [J]. ZEITSCHRIFT FUR ERZIEHUNGSWISSENSCHAFT, 2021, 24 (04): : 909 - 932
  • [4] Introducing Outdoor Learning in Science and Mathematics to Elementary School Teachers via Professional Development
    Koto, Irwan
    Susanta, Agus
    [J]. PROCEEDINGS OF THE INTERNATIONAL CONFERENCE ON EDUCATIONAL SCIENCES AND TEACHER PROFESSION (ICETEP 2018), 2018, 295 : 287 - 290
  • [5] The Integration of English Language Development and Science Instruction in Elementary Classrooms
    Zwiep, Susan Gomez
    Straits, William J.
    Stone, Kristin R.
    Beltran, Dolores D.
    Furtado, Leena
    [J]. JOURNAL OF SCIENCE TEACHER EDUCATION, 2011, 22 (08) : 769 - 785
  • [6] Analysis Of Elementary School English Teachers' Professional Dialogue As Their Professional Development
    Chien, Chin-Wen
    [J]. AUSTRALIAN JOURNAL OF TEACHER EDUCATION, 2020, 45 (05): : 1 - 17
  • [7] Evaluating the Effectiveness of an Online Professional Development for Rural Middle-School Science Teachers
    Moore, Brooke A.
    Legleiter, Earl F.
    Owens, Kylia
    Packard, Brynne
    Wright, Jessica
    [J]. JOURNAL OF SCIENCE TEACHER EDUCATION, 2024, 35 (04) : 386 - 404
  • [8] DEVELOPMENT OF PRESERVICE SCIENCE COURSES FOR ELEMENTARY SCHOOL TEACHERS
    HURD, PD
    [J]. BIOSCIENCE, 1970, 20 (11) : 649 - &
  • [9] Professional Development of Kindergarten and Elementary School Teachers for Collaboration with Parents
    Vukusic, Anita Mandaric
    [J]. CROATIAN JOURNAL OF EDUCATION-HRVATSKI CASOPIS ZA ODGOJ I OBRAZOVANJE, 2018, 20 : 73 - 94
  • [10] Elementary teachers' knowledge of using language as an epistemic tool in science classrooms: a case study
    Si, Qi
    Suh, Jee K.
    Ercan-Dursun, Jale
    Hand, Brian
    Fulmer, Gavin W.
    [J]. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 2024,
12345