Teacher Candidate Learning as Measured by a Pedagogical Content Knowledge Test on Supporting English Learners

• In Event: 34.059 - Teacher Education Policies and Linguistic Diversity: An Investigation of Teacher Education for Supporting English Learners

Abstract

Objectives
Our objective is to complement the interpretive analysis reported in the previous case study with empirical assessment of what teacher candidates learn about supporting English Learners in a 20-month master’s level teacher education program.

Perspectives
We have adapted a pedagogical content knowledge (PCK) test on linguistic diversity developed by Hammer et al. (2015). Such tests are more common in STEM subjects (e.g., Depaepe et al. 2015; Kirschner et al., 2016; Mishra & Koehler, 2006). However, Hammer et al. have developed a similar test of math teacher-candidate learning about their German as a Second Language Competence framework (DazKom; Köker et al. 2015). This framework comprises three broad domains: content-area registers (i.e., focus on the language demands of the content areas); multilingualism (i.e., focus on learning); and pedagogy (i.e., focus on teaching).

Methods & Sources
Our research team has adapted their instrument with permission. Our adaptations focused on: revising an English-language translation of the PCK test; moving the test to a Google Form (which we refer to as a “Quest,” part test, part questionnaire); broadening the subjects and grade levels included in Quest items; and aligning Quest items with the Ontario curriculum. This process resulted in two versions of the Quest, each with 5-6 items and 12-13 questions, mostly open-ended with some multiple-choice items. The items include vignettes of teaching practice, extracts from the Ontario curriculum, and samples of assessment items used in Ontario.

We have administered the Quest three times as a pilot, (n=68) and begin full administration in fall 2018. We are embedding the Quest into two required courses in the 20-month Master of Teaching program. All Year 1 candidates (n=~400) take the Quest in the first month of the program, and all Year 2 candidates (n=~400) in month 19 or 20 of the program. This pre/post design allows us to understand in aggregate what candidates have learned about supporting English learners throughout the program. Demographic questions allow us to disaggregate by certification level (K–6, 4–10, 7–12), subject area (where applicable), and candidates’ linguistic profile.

Results
Content analysis of open-ended responses from the pilot data indicates that teacher candidates viewed the inclusion of home languages into classroom instruction primarily as a resource for English-language development. Candidates distinguished between “allowing” home-language use to draft assignments and “requiring” standard academic English in final drafts. Responses also construed multilingualism as an “efficient” tool for managing their classroom. Finally, responses indicated more robust understanding of theoretical approaches to supporting English learners than of specific pedagogical strategies candidates might use in the classroom.

Significance
Hammer et al. (2015) argued there is little empirical evidence of how teacher candidates integrate general knowledge about teaching with specific information such as supporting English learners. This is still largely the case. The Quest instrument reported here addresses this research gap. Moreover, the pre/post design and large sample size provide robust empirical assessment of teacher-candidate learning to complement the interpretive analysis from the case study in the previous paper.

Authors

• Jeff Bale, University of Toronto - OISE

• Julie Kerekes, OISE/University of Toronto

• Katie Brubacher, OISE/University of Toronto