DOES SYSTEMATIC PROFESSIONAL DEVELOPMENT FOR SCIENCE TEACHERS OF ENGLISH LANGUAGE LEARNERS (ELLS) MEET THEIR PROFESSIONAL NEEDS AND WHAT IS THE RELATIONSHIP BETWEEN PERCEPTIONS OF PROFESSIONAL DEVELOPMENT AND SELF-EFFICACY TO TEACH SCIENCE TO ELLS?

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Description

ABSTRACTProfessional learning is essential for science teacher preparation to teach science and part of a national movement to prepare students, including English Language Learners, (ELLs) for the demands of a 21st century workforce. The purpose of this research was to explore a) what science... Show moreABSTRACTProfessional learning is essential for science teacher preparation to teach science and part of a national movement to prepare students, including English Language Learners, (ELLs) for the demands of a 21st century workforce. The purpose of this research was to explore a) what science teachers feel they need in professional development to meet the needs of teaching science to ELL students; b) if science teachers demonstrate best practices learned in PD when teaching ELLs; and c) if there is a relationship between perceptions of professional development and self-efficacy in teaching science to ELLs.. Little is known about what science teachers need in their professional learning to effectively teach science to ELLs. Four data collection phases were used to ascertain teacher needs, preparedness, self-efficacy, and their ability to teach science to ELLs. The data were collected through two surveys, interviews, classroom observations, and case studies. The data were analyzed using a correlation analysis of the two surveys or coding interviews and observations into themes in relation to each research question. Findings in this study revealed no correlation between perceptions of PD and self-efficacy when teaching science to ELLs. Professional learning needs for science teachers with 50%> ELLs included sustained PD in science and ESOL, language development strategies, technology and material resources, and support for teaching from additional personnel and administrators. Most teachers were utilizing best practices when teaching science to ELLs but to varying degrees and had high scores in self-efficacy though they believed they were not prepared to meet the needs of ELL’s. Consequently, discovering science teachers’ needs by engaging them, as stakeholders in a process to include their needs, will create a structure that can design PD which can promote science among ELLs and today’s cultural and diverse classrooms.Keywords: professional development, self-efficacy, ELLs. Show less

Details
Department

MSeD / Mathematics and Science Education

Title

DOES SYSTEMATIC PROFESSIONAL DEVELOPMENT FOR SCIENCE TEACHERS OF ENGLISH LANGUAGE LEARNERS (ELLS) MEET THEIR PROFESSIONAL NEEDS AND WHAT IS THE RELATIONSHIP BETWEEN PERCEPTIONS OF PROFESSIONAL DEVELOPMENT AND SELF-EFFICACY TO TEACH SCIENCE TO ELLS?

Institution

Illinois Institute of Technology

Creator(s)

Degand, Lillian H

Advisor(s)

LEDERMAN, NORMAN

Date

2019

Description

ABSTRACTProfessional learning is essential for science teacher preparation to teach science and part of a national movement to prepare students, including English Language Learners, (ELLs) for the... Show moreABSTRACTProfessional learning is essential for science teacher preparation to teach science and part of a national movement to prepare students, including English Language Learners, (ELLs) for the demands of a 21st century workforce. The purpose of this research was to explore a) what science teachers feel they need in professional development to meet the needs of teaching science to ELL students; b) if science teachers demonstrate best practices learned in PD when teaching ELLs; and c) if there is a relationship between perceptions of professional development and self-efficacy in teaching science to ELLs.. Little is known about what science teachers need in their professional learning to effectively teach science to ELLs. Four data collection phases were used to ascertain teacher needs, preparedness, self-efficacy, and their ability to teach science to ELLs. The data were collected through two surveys, interviews, classroom observations, and case studies. The data were analyzed using a correlation analysis of the two surveys or coding interviews and observations into themes in relation to each research question. Findings in this study revealed no correlation between perceptions of PD and self-efficacy when teaching science to ELLs. Professional learning needs for science teachers with 50%> ELLs included sustained PD in science and ESOL, language development strategies, technology and material resources, and support for teaching from additional personnel and administrators. Most teachers were utilizing best practices when teaching science to ELLs but to varying degrees and had high scores in self-efficacy though they believed they were not prepared to meet the needs of ELL’s. Consequently, discovering science teachers’ needs by engaging them, as stakeholders in a process to include their needs, will create a structure that can design PD which can promote science among ELLs and today’s cultural and diverse classrooms.Keywords: professional development, self-efficacy, ELLs. Show less

Type

Dissertation

File type

application/pdf

Subject

Secondary education
BEST PRACTICES
ENGLISH LANGUAGE LEARNERS
INQUIRY SCIENCE
PREPAREDNESS & NEEDS
PROFESSIONAL DEVELOPMENT
SELF-EFFICACY

Access

Restricted Access

Rights

In Copyright
http://rightsstatements.org/page/InC/1.0/

Identifier

http://hdl.handle.net/10560/islandora:1000815

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