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Learning to Teach Inquiry: A Beginning Science Teacher of English Language Learners
Author(s) -
Ortega Irasema,
Luft Julie A.,
Wong Sissy S.
Publication year - 2013
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.2013.00174.x
Subject(s) - mathematics education , science education , pedagogy , psychology
Early career science teachers are often assigned to classrooms with high numbers of English language learners ( ELL s). 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 ELL s 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 ELL s. 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 ELL s.