Leveraging cultural resources through teacher pedagogical reasoning: Elementary grade teachers analyze second language learners' science problem solving

Grounded in teacher professional development addressing the intersection of student diversity and content area instruction, this study examined school teachers' pedagogical reasoning complexity as they reflected on their second language learners' science problem solving abilities using both home and school contexts. Teachers responded to interview questions after watching a video of one of their students engaged in a science problem solving task. Over a 5-year period, 206 teacher interviews were conducted with a total of 133 teachers. Results indicated significant differences across the dimensions of pedagogical reasoning complexity as teachers expressed both deficit and resource oriented thinking.

► Teachers of second language learners analyzed students' science problem solving. ► Significant differences were seen across levels of pedagogical reasoning complexity. ► Teachers provided generalizations rather than explanations based on evidence. ► Teachers overlooked SLL students' strengths, focusing on perceived student deficits.