Professional development for language support in science classrooms: evaluating effects for elementary school teachers
- 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.
Author: | Birgit HepptORCiDGND, Sofie HenschelORCiDGND, Ilonca HardyORCiDGND, Rosa Hettmannsperger-LippoltORCiDGND, Katrin GablerORCiDGND, Christine SontagORCiDGND, Susanne MannelGND, Petra StanatORCiDGND |
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URN: | urn:nbn:de:hebis:30:3-784814 |
DOI: | https://doi.org/10.1016/j.tate.2021.103518 |
ISSN: | 0742-051X |
Parent Title (English): | Teaching and teacher education |
Publisher: | Elsevier |
Place of publication: | Amsterdam |
Document Type: | Article |
Language: | English |
Date of Publication (online): | 2021/10/21 |
Date of first Publication: | 2021/10/21 |
Publishing Institution: | Universitätsbibliothek Johann Christian Senckenberg |
Release Date: | 2023/10/30 |
Tag: | Elementary school; Language support; Professional development; Science education |
Volume: | 109.2022 |
Issue: | 103518 |
Article Number: | 103518 |
Page Number: | 14 |
HeBIS-PPN: | 515555134 |
Institutes: | Erziehungswissenschaften |
Dewey Decimal Classification: | 3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung |
Sammlungen: | Universitätspublikationen |
Licence (German): | Creative Commons - CC BY - Namensnennung 4.0 International |