ERIC Number: EJ1356388
Record Type: Journal
Publication Date: 2022
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0162-6620
EISSN: EISSN-2158-6098
Supporting Elementary Pre-Service Teachers' Academic Language Development in Social Studies
Wrenn, Melissa; Stanley, Julie
Action in Teacher Education, v44 n3 p212-229 2022
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.
Descriptors: Elementary School Teachers, Preservice Teachers, Vocabulary Development, Social Studies, Action Research, Student Attitudes, Attitude Change, Teaching Methods
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A