Science Savvy in the Classroom: One Teacher's Experience Using Effective ESL Practices

The changing and growing student population in the U.S. demands well-equipped and trained teachers who have adequate preparation and pedagogical tools to fully meet diverse needs. This study examined the perceptions of one teacher's preparedness and her efficacy beliefs for teaching English Language Learners. The teacher in the case was part of a larger study of over 144 teachers who participated in a mixed-method design. The following research questions were addressed: (a) What perceptions are held by in-service teachers about teaching practices for ELLs? (b) What is the relationship, if any, between teacher knowledge about teaching ELL students and the instructional practices employed by teachers when instructing ELL students? (c) How effective do in-service teachers feel teaching ELL students? (d) What factors influence teachers' perceptions of self-efficacy about teaching ELL students? Findings for this case study revealed that her efficacy beliefs were influenced by professional development experiences that allowed her to successfully employ English-as-as-Second-Language (ESL) pedagogical methods in a kindergarten science lesson.