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Bilingual, Black, Indigenous, and People of Color Teacher Candidates' Translanguaging Selves: Working with Their Multilingual Assets and Identities as Future Elementary Science Teachers
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Patricia Venegas-Weber; Jessica Thompson – Journal of Research in Science Teaching, 2025
Understanding how racially and linguistically just teacher education programs (TEPs) support the identity(ies) and translanguaging stances taken up by bilingual Black, Indigenous, and People of Color (BIPOC) teacher candidates (TCs) in their professional lives is important both for their development as teachers and for teacher preparation more…
Descriptors: Teacher Education Programs, Preservice Teacher Education, Minority Group Students, Preservice Teachers
Young Children's Epistemic Operations and Emergent Argumentation in Inquiry-Based Discussions: The Role of Teacher Questioning and Collaborative Interactions
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Lidia Caño; Josu Sanz – Journal of Research in Science Teaching, 2025
Promoting argumentation based on evidence allows students to give meaning to the phenomena observed, enabling the construction of knowledge. Children's argumentative discourse can be activated by appropriate instruction, but there is little information on argumentation at early ages and there is a need for the teacher to understand how to foster…
Descriptors: Young Children, Childrens Attitudes, Epistemology, Persuasive Discourse