Abstract
More research is needed to understand how Teacher Candidates (TCs) develop translanguaging stances and shift towards justice-centered science pedagogies. Using interviews and classroom observations, we describe how three elementary TCs drew on learning from their teacher education program to develop translanguaging stances in their science teaching. These stances in turn moved them towards more expansive, multimodal, and interdisciplinary pedagogies. This study offers insight for teachers, teacher educators, and researchers, in increasingly racially and linguistically diverse contexts. It demonstrates how investing in the development of translanguaging stances with teacher candidates can lead to more expansive and justice-oriented practices in elementary science classrooms.
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