Case-based Instruction in Science Professional Development: Bilingual/ESL Teachers Reflect about Science Subject Matter Knowledge and Pedagogy

Abstract

ABSTRACT This article is a qualitative study that explored bilingual/ESL science teachers’ reflections about subject matter knowledge (SMK) and instructional practice in the elementary grades. Thirty-three teachers were part of a 5-year professional development program designed to enhance instructional quality and effectiveness to teach English learners. Case-based instruction was used in their science coursework to present teachers with authentic learning experiences about science teaching and learning to foster critical reflection about theorizing SMK into instructional practice. Using semi-structured interview methods we collected data to analyze teachers’ reflections about science SMK and instructional practice. Teachers were interviewed using content-specific cases (vignettes) about density, circuits, food webs, and heat. Teachers were asked to identify underlying concepts case teachers/students held in each vignette. They were then asked to critically reflect on the instructional practices of the case teacher to reflect on how they would either teach the content similar to or different than the case teacher. Findings revealed that most teachers disagreed with the less than ideal teacher practices presented in the cases. After identifying underlying concepts, teachers critically reflected to suggest more effective ways of teaching science content to English Learners (ELs). Hands-on learning, systemic teaching, disciplinary language use in inquiry design, and differentiating content were emphasized as more effective instructional practices by cohort teachers. Implications suggest that even the most minimal reflection about content provides rich opportunities for reflection about pedagogy, making it an essential component of professional development.