Broadening what counts as science: Developing teacher candidates translanguaging stances in their teacher education program towards translingual, multimodal, interdisciplinary and justice-centered elementary science practices

被引：5
作者：
Venegas-Weber, Patricia [1 ]
Betancourt, Cristina [1 ]
Gonzales, Grace Cornell [1 ]
Thompson, Jessica [1 ]
Varghese, Manka [1 ]
Li, Hsin Jung [1 ]
机构：
[1] Univ Washington, 2012 Skagit Ln, Seattle, WA 98105 USA
来源：
TEACHING AND TEACHER EDUCATION | 2024年 / 148卷
关键词：
Translanguaging; Elementary; Science; Teacher education; Multimodality; Interdisciplinary learning; LANGUAGE; ENGLISH; STANDARDS;
D O I：
10.1016/j.tate.2024.104662
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
More research is needed to understand how Teacher Candidates (TCs) develop translanguaging stances and shift towards justice-centered science pedagogies. Using interviews and classroom observations, we describe how three elementary TCs drew on learning from their teacher education program to develop translanguaging stances in their science teaching. These stances in turn moved them towards more expansive, multimodal, and interdisciplinary pedagogies. This study offers insight for teachers, teacher educators, and researchers, in increasingly racially and linguistically diverse contexts. It demonstrates how investing in the development of translanguaging stances with teacher candidates can lead to more expansive and justice-oriented practices in elementary science classrooms.
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页数：12
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