Preservice Teacher Thinking About Equity-Oriented Teaching Practices in Math and Science Using Case Prompts

• In Event: Preservice Teachers' Preparation for the STEM Fields and Faculty Perspectives

Abstract

This research investigates the use of cases that present authentic teaching dilemmas in university methods courses to enhance future elementary teachers’ ability to enact equitable mathematics and science instruction. Pre-service teachers’ learning about equity is often inauthentic, lacking connections to in-service teacher experiences and practical application opportunities. To address these challenges, we developed cases in collaboration with in-service teachers attending to equity issues in their classrooms. We implemented cases as a learning tool in methods courses, revising case prompts between iterations and examining pre-service teachers’ written responses for their thinking about equity-oriented practices in math and science. We found that PST responses became more elaborate and aligned to equity-oriented practices, better preparing them to enact equitable classroom instruction.

Authors

• Laurel Dias, Utah Valley University
  Presenting Author

• Lauren Barth-Cohen, University of Utah
  Non-Presenting Author

• Lynne Zummo, University of Utah
  Non-Presenting Author

• Tracy Dobie, University of Utah
  Non-Presenting Author

• Connor Warner, University of Utah
  Non-Presenting Author