Date of Award

Fall 2024

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Bridget Miller

Abstract

In the dynamic realm of science education, a crucial demand exists for customized teacher professional development (PD) initiatives that address diversity and the Next Generation Science Standards (NGSS). These programs should be designed to accommodate varied student demographics, explicitly addressing the needs of those engaging with science education in less commonly taught languages (LCTLs), such as Arabic. Four fundamental questions guide this research. First, it should assess teachers' self-efficacy in teaching science in the context of Arabic instruction. Secondly, it needs to explore the impact of phenomenon-based instruction (PBI) on elevating teachers' self-efficacy in delivering science education in Arabic. Thirdly, it must investigate the role of the community of practice (CoP) in bolstering teachers' self-efficacy as they navigate the intricacies of teaching science in a language immersion environment. Lastly, this research should delve into the challenges teachers encounter in effectively integrating science content and facilitating comprehension among their students, particularly in the context of LCTL. By addressing these questions, this study aims to inform the development of PD programs that enhance educators' self-efficacy in language-immersive science instruction, focusing on phenomenon-based teaching. This approach can ultimately contribute to improving science education in linguistically diverse classrooms. Participants completed the STEBI-A survey during the initial week of the 6-week PD program. The STEBI-A served as a foundational assessment of participants teaching self-efficacy beliefs. Subsequently, the following two weeks were dedicated to embracing and embodying the core principles of Phenomenon-Based Instruction and integrating language communication, while actively participating in reflective sessions and peer feedback. In weeks 4 and 5, attention shifted towards peer observations with a dual emphasis: integrating phenomenon-based instruction into science lessons and enhancing effective communication with students in the target language. In week 6, another administration of the STEBI-A survey was given in addition to discussion group interviews to provide participants with a platform to share their experiences, articulate challenges, and glean insights. Through convergent mixed method action research, the study aimed to provide valuable insights and recommendations to enhance science education in linguistically diverse classrooms.

Rights

© 2024, Rolla Elsaiary

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