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ABSTRACT Early career science teachers are often assigned to classrooms with high numbers of English language learners (ELL students). As these teachers learn to become effective practitioners, the circumstances surrounding

ABSTRACT Early career science teachers are often assigned to classrooms with high numbers of English language learners (ELL students). As these teachers learn to become effective practitioners, the circumstances surrounding them merit a thorough examination. This study examines the longitudinal changes in Pedagogical Content Knowledge (PCK) and practices of six early career science teachers who taught in urban schools. The teachers participated in the Alternative Support for Induction Science Teachers (ASIST) program during their initial two years of teaching.

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    Statement of Responsibility

    by Irasema Ortega

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