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Collective (Un)Learning: A Self-Examination of Science Teacher Educators' Evolving Translanguaging Pedagogy for Eliciting and Elevating Student Ideas

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Title: Collective (Un)Learning: A Self-Examination of Science Teacher Educators' Evolving Translanguaging Pedagogy for Eliciting and Elevating Student Ideas
Language: English
Authors: María González-Howard (ORCID 0000-0003-3575-3937), Karina Méndez Pérez, Sage Andersen (ORCID 0000-0003-4681-9671), Carla Robinson, Leticia Garza
Source: Science Education. 2026 110(3):852-878.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 27
Publication Date: 2026
Sponsoring Agency: National Science Foundation (NSF), Discovery Research PreK-12 (DRK-12)
Contract Number: 1942912
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Teacher Education Programs, Science Instruction, Elementary School Science, Bilingual Education, Language Usage, Code Switching (Language), Teaching Styles, Teaching Methods, Teacher Student Relationship, Classroom Communication
Geographic Terms: Texas (Austin)
DOI: 10.1002/sce.70044
ISSN: 0036-8326
1098-237X
Abstract: This study centers the idea that it is not just what science teacher educators (STEs) teach, but how they teach it, that matters. To prepare future teachers who can enact more equitable and transformative reform-oriented science instruction with multilingual learners, research must explore what STEs are doing, and how, to develop preservice teachers' expansive views of language and understandings around the nuanced ways students might use their diverse language repertoires for sensemaking. Wanting to explore whether our instructional practices as STEs aligned to the translanguaging pedagogy we espouse within our bilingual elementary science methods course, we employed self-study methodology to critically examine our own instruction across a semester, specifically in terms of how we engaged in the core practice of "eliciting student ideas." Findings revealed particularities around the evolution of our translanguaging pedagogy with respect to this core practice, the extensive and intentional effort that went into designing learning activities strongly suited to facilitate our elicitation of PSTs' ideas in language-expansive ways, and the vulnerable space that we had to hold, as individuals and as a collective, in order to (un)learn and carry out this work. These findings highlight the importance of STEs addressing their own continued professional growth, and of the power of collaboration in supporting this growth through self-examination and loving self-critique. Furthermore, findings suggest the importance of intentionally eliciting and elevating PSTs' ideas both implicitly and explicitly, and for needing to attend to the emotional and relational aspects of learning environments to support students' language use.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502506
Database: ERIC
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  Data: Collective (Un)Learning: A Self-Examination of Science Teacher Educators' Evolving Translanguaging Pedagogy for Eliciting and Elevating Student Ideas
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22María+González-Howard%22">María González-Howard</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3575-3937">0000-0003-3575-3937</externalLink>)<br /><searchLink fieldCode="AR" term="%22Karina+Méndez+Pérez%22">Karina Méndez Pérez</searchLink><br /><searchLink fieldCode="AR" term="%22Sage+Andersen%22">Sage Andersen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4681-9671">0000-0003-4681-9671</externalLink>)<br /><searchLink fieldCode="AR" term="%22Carla+Robinson%22">Carla Robinson</searchLink><br /><searchLink fieldCode="AR" term="%22Leticia+Garza%22">Leticia Garza</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Science+Education%22"><i>Science Education</i></searchLink>. 2026 110(3):852-878.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 27
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  Data: 2026
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  Data: National Science Foundation (NSF), Discovery Research PreK-12 (DRK-12)
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Science%22">Elementary School Science</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Education%22">Bilingual Education</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Code+Switching+%28Language%29%22">Code Switching (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Styles%22">Teaching Styles</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Communication%22">Classroom Communication</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Texas+%28Austin%29%22">Texas (Austin)</searchLink>
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  Data: 10.1002/sce.70044
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  Data: 0036-8326<br />1098-237X
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  Label: Abstract
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  Data: This study centers the idea that it is not just what science teacher educators (STEs) teach, but how they teach it, that matters. To prepare future teachers who can enact more equitable and transformative reform-oriented science instruction with multilingual learners, research must explore what STEs are doing, and how, to develop preservice teachers' expansive views of language and understandings around the nuanced ways students might use their diverse language repertoires for sensemaking. Wanting to explore whether our instructional practices as STEs aligned to the translanguaging pedagogy we espouse within our bilingual elementary science methods course, we employed self-study methodology to critically examine our own instruction across a semester, specifically in terms of how we engaged in the core practice of "eliciting student ideas." Findings revealed particularities around the evolution of our translanguaging pedagogy with respect to this core practice, the extensive and intentional effort that went into designing learning activities strongly suited to facilitate our elicitation of PSTs' ideas in language-expansive ways, and the vulnerable space that we had to hold, as individuals and as a collective, in order to (un)learn and carry out this work. These findings highlight the importance of STEs addressing their own continued professional growth, and of the power of collaboration in supporting this growth through self-examination and loving self-critique. Furthermore, findings suggest the importance of intentionally eliciting and elevating PSTs' ideas both implicitly and explicitly, and for needing to attend to the emotional and relational aspects of learning environments to support students' language use.
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  Data: 2026
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