Conceptualizing STEM teacher professional knowledge for teaching ELs: Initial impact of subject matter and disciplinary literacy PD on content knowledge and practice

ABSTRACT

This paper advances the conceptualization of STEM teacher professional knowledge reflecting the specialized knowledge needed to support English learner (EL) language development during science and mathematics instruction. What distinguishes this model is the integration of conceptual understanding, a key feature of subject matter knowledge, with disciplinary literacy knowledge (DLK). Several models have been proposed to capture the knowledge, skills, and dispositions of effective teachers. However, few studies have empirically investigated the model’s utility in producing effective EL instruction. Two professional development (PD) approaches were tested. One approach explicitly focused on developing subject matter knowledge and the second approach focused on developing pedagogical knowledge without an explicit attention to subject matter knowledge. Both approaches included PD on DLK. Outcome variables included teacher math and science content knowledge and instructional quality. Findings show overall science content knowledge score increased for both PD approaches, but no significant differences in overall math content knowledge score were found. This pattern suggests that for elementary teachers, prolonged PD can improve teacher science knowledge. Significant increases in instructional quality were found only for teachers who received PD with an explicit focus subject matter. PD focused on pedagogical knowledge did not improve overall teaching quality. Implications are discussed.

Notes

1. Field refers to how experience is represented (e.g. noun groups, verbal groups, adverbial expressions); tenor refers to ways that the writer/speaker conveys to the reader/listener a stance toward the text/experience (modal verbs and adverbs); mode refers to the way that language is delivered (e.g., written/spoken, formal/informal) and structured (e.g., cohesive device).

2. CGI (Carpenter, Franke, & Levi, 2003; Carpenter, Fennema, Franke, Levi, & Epson, 2015), based on over 20 years of research, is an approach to teaching mathematics that builds on children’s natural problem-solving strategies.

Additional information

Funding

This study was funded by the US Department of Education, Office of English Language Acquisition [award #T36521100259]. Opinions expressed herein do not represent those of the US DOE.

Notes on contributors

Zenaida Aguirre-Muñoz

Dr Zenaida Aguirre-Muñoz holds a PhD in Educational Psychology from the University of California, Los Angeles, and two BAs in Psychology and Spanish from the University of California, Santa Barbara. She is currently an Associate Professor in the Department of Psychological, Health, and Learning Sciences at the University of Houston. Over the course of her career, she has carried out extensive research related to bilingual teacher education and learning. Her key research interests include multilingualism, STEM teaching and learning, increasing student engagement and achievement, teaching diverse populations of students, and literacy development for dual language learners.

Magdalena Pando

Dr Magdalena Pando holds a PhD in Curriculum Instruction/Bilingual Education, as well as an MA and BA in Spanish, from Texas Tech University. She is currently an Assistant Professor of Curriculum & Instruction at the School of Teacher Preparation, Leadership and Administration at New Mexico State University. Over her career, Dr Pando has conducted a number of research studies related to education and curriculum development. Her main research interests include STEM education and initiatives designed to enhance language learning experiences.