Bridging Bilingual Teacher Preparation to Professional Development in Science and Engineering Education

Abstract

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.