Broadening what counts as science: Developing teacher candidates translanguaging stances in their teacher education program towards translingual, multimodal, interdisciplinary and justice-centered elementary science practices-Reference-Cited by-同舟云学术

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Broadening what counts as science: Developing teacher candidates translanguaging stances in their teacher education program towards translingual, multimodal, interdisciplinary and justice-centered elementary science practices

Published:2024-10 Issue: Volume:148 Page:104662
ISSN:0742-051X
Container-title:Teaching and Teacher Education
language:en
Short-container-title:Teaching and Teacher Education

Author:

Venegas-Weber Patricia^ORCID,Betancourt Cristina,Cornell Gonzales Grace^ORCID,Thompson Jessica,Varghese Manka,Li Hsin Jung^ORCID

Funder

James S McDonnell Foundation

Publisher

Elsevier BV

Reference79 articles.

1. Beyond sentence frames: Scaffolding emergent multilingual students' participation in science discourse;Alvarez;TESOL Journal,2023

2. Linguistic justice: Black language, literacy, identity, and pedagogy;Baker-Bell,2020

3. Toward more equitable learning in science;Bang,2017

4. Tensions teaching science for equity: Lessons learned from the case of Ms. Dawson;Braaten;Science Education,2017

5. Interdisciplinary curriculum: An abandoned concept?;Brand;Teachers and Teaching,2012

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