Integrated language and S&T instruction: A cognitive task analysis of required teacher expertise

Although it has been stressed in the literature that integrated language and S&T instruction presents pedagogical challenges for teachers, and therefore requires professional development, little is yet known about the specific characteristics of the required pedagogical teacher repertoire.

To gain a better understanding of the teacher knowledge and skills required for integrated language and S&T instruction, a cognitive task analysis was conducted. Lesson observations and elicitation interviews with expert language and S&T teachers, and meetings with those teachers and subject matter experts, revealed teachers’ implicit and explicit knowledge and skills. This analysis resulted in a skills hierarchy consisting of various constituent teacher skills.