Preservice Mathematics and Science Teachers Engaged in Cycles of Inquiry to Support Multilingual Learners

• In Event: Asset-Based Approaches to Teaching Multilingual Learners: Exploring Identity, Efficacy, and Inquiry-Driven Instruction

Abstract

This paper examines preservice secondary teachers (PSTs) who engaged in cycles of inquiry during an integrated mathematics-science methods course focused on multilingual learners. We analyzed PSTs’ cycles of inquiry to understand how this pedagogical tool supported the application of and reflection on effective instruction for multilingual learners in their day-to-day teaching. We discuss common themes in these cycles of inquiry, in particular, that while PSTs could identify and complete cycles of inquiry using principles for effective instruction, they rarely discussed multilingual learners in their actual inquiry process. Our examination allows for theoretical and practical insight into how these courses can be enacted to better support PSTs in attending to multilingual learners in their daily mathematics and science instruction.

Authors

• Sarah Ann Roberts, University of California - Santa Barbara

• Julie Bianchini, University of California - Santa Barbara