Exploring how Korean teacher's attitudes and self-efficacy for using inquiry and language based teaching practices impacts learning for culturally and linguistically diverse students : implications for science teacher education

@article{Park2016ExploringHK,
  title={Exploring how Korean teacher's attitudes and self-efficacy for using inquiry and language based teaching practices impacts learning for culturally and linguistically diverse students : implications for science teacher education},
  author={J. Park and Hye-Eun Chu and S. Martin},
  journal={Eurasia journal of mathematics, science and technology education},
  year={2016},
  volume={12},
  pages={1799-1841}
}
Demographic trends in Korea indicate that the student population is becoming more diverse with regards to culture, ethnicity and language. These changes have implications for science classrooms where inquiry-based, student-centered activities require culturally and linguistically diverse (CLD) students to connect with their peers and successfully navigate both everyday and content specific language. This study introduces the K-TASILT (Korean Teachers’ Attitudes and Self-efficacy for Inquiry and… Expand
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