Capturing Bilingual Preservice Teachers' Math Instruction With the Mathematics Classroom Observation Protocol

• In Event: Classroom Observation Instruments and Tools

Abstract

To capture preservice teachers' practice when working with Emergent Bilingual Learners (EBLs) in the mathematics domain, we developed the Mathematics Classroom Observation Protocol (MCOP). Our goal with the MCOP was to create detailed descriptions of mathematics instruction that integrates language and literacy across languages of instruction (Spanish and English). Construct validity and interrater reliability (74%) was established. The instrument has been effective in capturing bilingual preservice teachers’ ability to provide math instruction that leverages EBLs linguistic repertoire. Narrative notes and a coding scheme allowed us to create a clear picture bilingual preservice teachers practice. This data in turn, was used to inform the preservice teacher education program, particularly the portion of the program that prepares bilingual teachers.

Authors

• Marco A. Bravo, Santa Clara University

• Jorge L. Solis, The University of Texas - San Antonio

• Jolene Castillo, Denver Public Schools