Leveraging cultural resources through teacher pedagogical reasoning: Elementary grade teachers analyze second language learners' science problem solving

Cory A. Buxton; Alejandra Salinas; Margarette Mahotiere; Okhee Lee; Walter G. Secada

doi:10.1016/j.tate.2013.01.003

Leveraging cultural resources through teacher pedagogical reasoning: Elementary grade teachers analyze second language learners' science problem solving

Cory A. Buxton, Alejandra Salinas, Margarette Mahotiere, Okhee Lee, Walter G. Secada

Teaching and Learning

Research output: Contribution to journal › Article › peer-review

Abstract

Grounded in teacher professional development addressing the intersection of student diversity and content area instruction, this study examined school teachers' pedagogical reasoning complexity as they reflected on their second language learners' science problem solving abilities using both home and school contexts. Teachers responded to interview questions after watching a video of one of their students engaged in a science problem solving task. Over a 5-year period, 206 teacher interviews were conducted with a total of 133 teachers. Results indicated significant differences across the dimensions of pedagogical reasoning complexity as teachers expressed both deficit and resource oriented thinking.

Original language	English (US)
Pages (from-to)	31-42
Number of pages	12
Journal	Teaching and Teacher Education
Volume	32
DOIs	https://doi.org/10.1016/j.tate.2013.01.003
State	Published - May 2013

Keywords

English language learners
Second language learners
Teacher reasoning

ASJC Scopus subject areas

Education

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10.1016/j.tate.2013.01.003

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abstract = "Grounded in teacher professional development addressing the intersection of student diversity and content area instruction, this study examined school teachers' pedagogical reasoning complexity as they reflected on their second language learners' science problem solving abilities using both home and school contexts. Teachers responded to interview questions after watching a video of one of their students engaged in a science problem solving task. Over a 5-year period, 206 teacher interviews were conducted with a total of 133 teachers. Results indicated significant differences across the dimensions of pedagogical reasoning complexity as teachers expressed both deficit and resource oriented thinking.",

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AU - Lee, Okhee

AU - Secada, Walter G.

PY - 2013/5

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N2 - Grounded in teacher professional development addressing the intersection of student diversity and content area instruction, this study examined school teachers' pedagogical reasoning complexity as they reflected on their second language learners' science problem solving abilities using both home and school contexts. Teachers responded to interview questions after watching a video of one of their students engaged in a science problem solving task. Over a 5-year period, 206 teacher interviews were conducted with a total of 133 teachers. Results indicated significant differences across the dimensions of pedagogical reasoning complexity as teachers expressed both deficit and resource oriented thinking.

AB - Grounded in teacher professional development addressing the intersection of student diversity and content area instruction, this study examined school teachers' pedagogical reasoning complexity as they reflected on their second language learners' science problem solving abilities using both home and school contexts. Teachers responded to interview questions after watching a video of one of their students engaged in a science problem solving task. Over a 5-year period, 206 teacher interviews were conducted with a total of 133 teachers. Results indicated significant differences across the dimensions of pedagogical reasoning complexity as teachers expressed both deficit and resource oriented thinking.

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KW - Teacher reasoning

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Leveraging cultural resources through teacher pedagogical reasoning: Elementary grade teachers analyze second language learners' science problem solving

Abstract

Keywords

ASJC Scopus subject areas

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