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.

Metadaten
Author:	Birgit Heppt ORCiD GND, Sofie Henschel ORCiD GND, Ilonca Hardy ORCiD GND, Rosa Hettmannsperger-Lippolt ORCiD GND, Katrin Gabler ORCiD GND, Christine Sontag ORCiD GND, Susanne Mannel GND, Petra Stanat ORCiD GND
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

Open Access