Framework to field: preparing preservice teachers to engage diverse families through science

Abstract

ABSTRACT The instructional congruence framework has been used to enhance congruence between students’ non-dominant backgrounds and science instruction in upper grades. The purpose of this paper is to propose and model the use of the framework to address two key areas of concern in the field of early childhood teacher education: family engagement and the teaching of science and engineering. This reflection on practice presents (1) the instructional congruence framework (ICF), (2) the rationale for using ICF with preservice teachers, (3) a description of implementation in an early childhood education course and field experience, and (4) implications for instructional practice. Drawing upon prior analyses in multicultural science education, this reflective report illuminates the unique features of this framework as applied with preservice teachers in the preschool field, including strengths and challenges.