Bridging Bilingual Teacher Preparation to Professional Development in Science and Engineering Education
This paper investigates the transformative potential of a collaborative group of bilingual preservice and inservice teachers who co-designed and implemented a new science and engineering summer program for elementary and middle grades students. By centering culturally and linguistically sustaining p...
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| Інші автори: | , , |
| Формат: | article |
| Мова: | Англійська |
| Опубліковано: |
2025
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| Предмети: | |
| Онлайн доступ: | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4068 http://hdl.handle.net/20.500.11968/7734 |
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| _version_ | 1868890016202096640 |
|---|---|
| author | Vazquez Dominguez, Max |
| author2 | Namatovu, Winnifred Hardee, Sheri Bernard, Romola |
| author2_role | author author author |
| author_browse | Bernard, Romola Hardee, Sheri Namatovu, Winnifred Vazquez Dominguez, Max |
| author_facet | Vazquez Dominguez, Max Namatovu, Winnifred Hardee, Sheri Bernard, Romola |
| author_role | author |
| collection | RAD |
| dc.creator.none.fl_str_mv | Vazquez Dominguez, Max Namatovu, Winnifred Hardee, Sheri Bernard, Romola |
| dc.date.none.fl_str_mv | 2025-11-05 |
| dc.format.none.fl_str_mv | application/pdf text/html text/xml |
| dc.identifier.none.fl_str_mv | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4068 10.18861/cied.2025.16.especial.4068 http://hdl.handle.net/20.500.11968/7734 |
| dc.language.none.fl_str_mv | eng |
| dc.publisher.none.fl_str_mv | Universidad ORT Uruguay |
| dc.relation.none.fl_str_mv | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4068/4583 https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4068/4705 https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4068/4706 |
| dc.rights.none.fl_str_mv | http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | Cuadernos de Investigación Educativa; Vol. 16 No. especial (2025) Cuadernos de Investigación Educativa; Vol. 16 Núm. especial (2025) Cuadernos de Investigación Educativa; v. 16 n. especial (2025) 1688-9304 1510-2432 10.18861/cied.2025.16.especial reponame:RAD instname:Universidad ORT Uruguay instacron:Universidad ORT |
| dc.subject.none.fl_str_mv | preservice inservice professional development culturally sustaining science engineering education formación inicial en servicio desarrollo profesional culturalmente sostenible ciencia ingeniería educación formação inicial em exercício desenvolvimento profissional culturalmente sustentável ciência engenharia educação |
| dc.title.none.fl_str_mv | Bridging Bilingual Teacher Preparation to Professional Development in Science and Engineering Education Conectando la formación bilingüe con el desarrollo profesional en ciencia e ingeniería Conectando a formação bilíngue ao desenvolvimento profissional em ciência e engenharia |
| dc.type.none.fl_str_mv | info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion info:eu-repo/semantics/publishedVersion |
| description | This paper investigates the transformative potential of a collaborative group of bilingual preservice and inservice teachers who co-designed and implemented a new science and engineering summer program for elementary and middle grades students. By centering culturally and linguistically sustaining pedagogies within professional development, we explore how foundational insights from preservice teacher preparation—specifically in science, engineering, and translanguaging—can meaningfully inform and strengthen inservice teaching strategies throughout the academic year. The study highlights the value of engaging bilingual educators in iterative cycles of reflective practice, emphasizing how collaborative professional learning communities can foster sustainable and equitable teaching practices. We examine how teacher teams utilized students’ cultural and linguistic assets as a cornerstone of curriculum design and instructional delivery, bridging theory with practical classroom application. Drawing on both empirical classroom examples and relevant theoretical frameworks, this research outlines a professional development model that is responsive, asset-based, and teacher-driven. The model builds on the knowledge and enthusiasm cultivated during preservice training while addressing the dynamic, real-world challenges encountered by educators in increasingly diverse educational settings. Ultimately, our goal is to offer actionable strategies for bridging the persistent gap between preservice preparation and inservice professional growth, thereby supporting more effective, culturally relevant science and engineering instruction, and promoting teacher leadership and collaboration. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | anni_3e5fd32484badc2e3522d5a9eae908ef |
| identifier_str_mv | 10.18861/cied.2025.16.especial.4068 |
| instacron_str | Universidad ORT |
| institution | Universidad ORT |
| instname_str | Universidad ORT Uruguay |
| language | eng |
| network_acronym_str | anni |
| network_name_str | oai-lr-anni |
| oai_identifier_str | oai:rad.ort.edu.uy:20.500.11968/7734 |
| publishDate | 2025 |
| publishDateSort | 2025 |
| publisher.none.fl_str_mv | Universidad ORT Uruguay |
| reponame_str | RAD |
| repository.mail.fl_str_mv | |
| repository.name.fl_str_mv | |
| repository_id_str | |
| rights_invalid_str_mv | http://creativecommons.org/licenses/by/4.0 |
| spelling | Bridging Bilingual Teacher Preparation to Professional Development in Science and Engineering EducationConectando la formación bilingüe con el desarrollo profesional en ciencia e ingenieríaConectando a formação bilíngue ao desenvolvimento profissional em ciência e engenhariaVazquez Dominguez, MaxNamatovu, WinnifredHardee, SheriBernard, Romolapreserviceinserviceprofessional developmentculturally sustainingscienceengineeringeducationformación inicialen serviciodesarrollo profesionalculturalmente sosteniblecienciaingenieríaeducaciónformação inicialem exercíciodesenvolvimento profissionalculturalmente sustentávelciênciaengenhariaeducaçãoThis paper investigates the transformative potential of a collaborative group of bilingual preservice and inservice teachers who co-designed and implemented a new science and engineering summer program for elementary and middle grades students. By centering culturally and linguistically sustaining pedagogies within professional development, we explore how foundational insights from preservice teacher preparation—specifically in science, engineering, and translanguaging—can meaningfully inform and strengthen inservice teaching strategies throughout the academic year. The study highlights the value of engaging bilingual educators in iterative cycles of reflective practice, emphasizing how collaborative professional learning communities can foster sustainable and equitable teaching practices. We examine how teacher teams utilized students’ cultural and linguistic assets as a cornerstone of curriculum design and instructional delivery, bridging theory with practical classroom application. Drawing on both empirical classroom examples and relevant theoretical frameworks, this research outlines a professional development model that is responsive, asset-based, and teacher-driven. The model builds on the knowledge and enthusiasm cultivated during preservice training while addressing the dynamic, real-world challenges encountered by educators in increasingly diverse educational settings. Ultimately, our goal is to offer actionable strategies for bridging the persistent gap between preservice preparation and inservice professional growth, thereby supporting more effective, culturally relevant science and engineering instruction, and promoting teacher leadership and collaboration.Este artículo investiga el potencial transformador de un grupo colaborativo de docentes bilingües en formación inicial y en servicio que codiseñaron e implementaron un nuevo programa de verano de ciencia e ingeniería para estudiantes de primaria y secundaria. Al centrar las pedagogías cultural y lingüísticamente sostenibles dentro del desarrollo profesional, exploramos cómo los conocimientos adquiridos en la preparación docente inicial —específicamente en ciencia, ingeniería y translenguaje— pueden informar y fortalecer significativamente las estrategias de enseñanza en servicio a lo largo del año escolar. El estudio resalta el valor de involucrar a educadores bilingües en ciclos iterativos de práctica reflexiva, enfatizando cómo las comunidades de aprendizaje profesional colaborativas pueden fomentar prácticas de enseñanza sostenibles y equitativas. Examinamos cómo los equipos docentes utilizaron los recursos culturales y lingüísticos de los estudiantes como base para el diseño curricular y la entrega instruccional, vinculando la teoría con la aplicación práctica en el aula. A partir de ejemplos empíricos y marcos teóricos relevantes, esta investigación presenta un modelo de desarrollo profesional receptivo, basado en activos y dirigido por los docentes. El modelo se construye sobre el conocimiento y entusiasmo cultivado durante la formación inicial, abordando al mismo tiempo los desafíos dinámicos del contexto educativo actual. Nuestro objetivo es ofrecer estrategias prácticas para cerrar la brecha entre la formación docente inicial y el crecimiento profesional continuo.Este artigo investiga o potencial transformador de um grupo colaborativo de professores bilíngues em formação inicial e em exercício que cocriaram e implementaram um novo programa de verão de ciência e engenharia para alunos do ensino fundamental e médio. Ao centrar as pedagogias cultural e linguisticamente sustentáveis no desenvolvimento profissional, exploramos como os conhecimentos adquiridos na formação inicial de professores —especificamente em ciência, engenharia e translanguaging— podem informar e fortalecer significativamente as estratégias de ensino em exercício durante o ano letivo. O estudo destaca o valor de envolver educadores bilíngues em ciclos iterativos de prática reflexiva, enfatizando como comunidades colaborativas de aprendizagem profissional podem promover práticas pedagógicas sustentáveis e equitativas. Examinamos como as equipes docentes utilizaram os recursos culturais e linguísticos dos alunos como base para o planejamento curricular e a prática pedagógica, conectando teoria e aplicação prática em sala de aula. A partir de exemplos empíricos e de referenciais teóricos relevantes, esta pesquisa apresenta um modelo de desenvolvimento profissional receptivo, centrado em ativos e orientado pelos próprios professores. O modelo se baseia no conhecimento e entusiasmo cultivado durante a formação inicial, ao mesmo tempo que aborda os desafios dinâmicos enfrentados por educadores em contextos diversos. Nosso objetivo é oferecer estratégias práticas para superar a lacuna entre a formação docente inicial e o desenvolvimento profissional contínuo.Universidad ORT Uruguay2025-11-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmltext/xmlhttps://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/406810.18861/cied.2025.16.especial.4068http://hdl.handle.net/20.500.11968/7734Cuadernos de Investigación Educativa; Vol. 16 No. especial (2025)Cuadernos de Investigación Educativa; Vol. 16 Núm. especial (2025)Cuadernos de Investigación Educativa; v. 16 n. especial (2025)1688-93041510-243210.18861/cied.2025.16.especialreponame:RADinstname:Universidad ORT Uruguayinstacron:Universidad ORTenghttps://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4068/4583https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4068/4705https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4068/4706http://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessoai:rad.ort.edu.uy:20.500.11968/77342026-06-16T04:12:15Z |
| spellingShingle | Bridging Bilingual Teacher Preparation to Professional Development in Science and Engineering Education Vazquez Dominguez, Max preservice inservice professional development culturally sustaining science engineering education formación inicial en servicio desarrollo profesional culturalmente sostenible ciencia ingeniería educación formação inicial em exercício desenvolvimento profissional culturalmente sustentável ciência engenharia educação |
| status_str | publishedVersion |
| title | Bridging Bilingual Teacher Preparation to Professional Development in Science and Engineering Education |
| title_full | Bridging Bilingual Teacher Preparation to Professional Development in Science and Engineering Education |
| title_fullStr | Bridging Bilingual Teacher Preparation to Professional Development in Science and Engineering Education |
| title_full_unstemmed | Bridging Bilingual Teacher Preparation to Professional Development in Science and Engineering Education |
| title_short | Bridging Bilingual Teacher Preparation to Professional Development in Science and Engineering Education |
| title_sort | Bridging Bilingual Teacher Preparation to Professional Development in Science and Engineering Education |
| topic | preservice inservice professional development culturally sustaining science engineering education formación inicial en servicio desarrollo profesional culturalmente sostenible ciencia ingeniería educación formação inicial em exercício desenvolvimento profissional culturalmente sustentável ciência engenharia educação |
| url | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4068 http://hdl.handle.net/20.500.11968/7734 |