Our goal is to develop both a theoretical and practical foundation for teacher professional development -- with particular relevance to teachers of culturally and linguistically diverse children -- that combines ongoing teacher inquiry in science with classroom-based inquiry on learning and teaching. The research will consist of analysis of a corpus of videotapes of a teacher research group and the teachers' classrooms collected over the past three years as part of our prior RTL project on the interplay between scientific and everyday discourses in Haitian Creole and Spanish bilingual classorooms. Interatively applying methods of discourse analysis to this courpus, we will develop two studies of teacher learning, one in evolution and one in experimentation and argumentation, in order to characterize what and how the teachers are learning about science, student learning, and classroom practice. in a final monograph, we will set forth a model of professional development based on our findings.
