Examining preservice science teachers' implementation of language‐ and literacy‐integrated science through a cultural historical activity theory lens.
Saved in:
| Title: | Examining preservice science teachers' implementation of language‐ and literacy‐integrated science through a cultural historical activity theory lens. |
|---|---|
| Authors: | Rutt, Alexis A.1 (AUTHOR) arutt@umw.edu, Mumba, Frackson2 (AUTHOR) |
| Source: | Science Education. May2023, Vol. 107 Issue 3, p773-809. 37p. 2 Diagrams, 3 Charts. |
| Subject Terms: | *Science teachers, *Student teachers, *Master teachers, *Cultural activities, *Science education, Document imaging systems |
| Geographic Terms: | United States |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Science Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 162842875 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Examining preservice science teachers' implementation of language‐ and literacy‐integrated science through a cultural historical activity theory lens. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rutt%2C+Alexis+A%2E%22">Rutt, Alexis A.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> arutt@umw.edu</i><br /><searchLink fieldCode="AR" term="%22Mumba%2C+Frackson%22">Mumba, Frackson</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Science+Education%22">Science Education</searchLink>. May2023, Vol. 107 Issue 3, p773-809. 37p. 2 Diagrams, 3 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Science+teachers%22">Science teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Master+teachers%22">Master teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Cultural+activities%22">Cultural activities</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br /><searchLink fieldCode="DE" term="%22Document+imaging+systems%22">Document imaging systems</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Science Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=162842875 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/sce.21775 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 37 StartPage: 773 Subjects: – SubjectFull: Science teachers Type: general – SubjectFull: Student teachers Type: general – SubjectFull: Master teachers Type: general – SubjectFull: Cultural activities Type: general – SubjectFull: Science education Type: general – SubjectFull: Document imaging systems Type: general – SubjectFull: United States Type: general Titles: – TitleFull: Examining preservice science teachers' implementation of language‐ and literacy‐integrated science through a cultural historical activity theory lens. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rutt, Alexis A. – PersonEntity: Name: NameFull: Mumba, Frackson IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 00368326 Numbering: – Type: volume Value: 107 – Type: issue Value: 3 Titles: – TitleFull: Science Education Type: main |
| ResultId | 1 |
