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ABSTRACT
In this action research study, we investigated pre-service teachers’ (n = 39) perceptions of academic language and strategies in order to support their abilities to plan and teach elementary social studies. Using mixed methods triangulation design, we analyzed edTPA SCORES, pre-assessments, post-assessments, videos of teaching, field notes, self-reflections, and other artifacts. Data analysis occurred in two phases. In Phase 1, we analyzed the success of each action research cycle and determined how to adjust instruction. In Phase 2, we conducted retrospective analysis that began with structural coding of the assessments and included a constant comparative analysis of the themes against quantitative data. Results indicate that as participants developed increased meta-language, became critically aware of their own strengths and weaknesses in planning and modeling academic language, and broadened their definitions of academic language. Additionally, we identified several strategies that supported participants’ growth for each theme.
Disclosure Statement
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Melissa Wrenn
Dr. Melissa Wrenn is an assistant professor of elementary education at East Carolina University. Her research interests include teacher education, disciplinary literacy, and discourse.
Julie Stanley
Dr. Julie Stanley is an assistant teaching professor of elementary education at East Carolina University. Her research interests include teacher beliefs and reflective practice.