Preservice Teachers’ Perceptions and Enactment of Process-Oriented Art in Integrated STEAM Experiences for Multilingual Children

• In Event: AERA Roundtable Session Thursday 1:45 pm Four Seasons Ballroom 4
  In Roundtable Session: Cultivating Equity in Early Childhood Education: Exploring Community Wealth, Critical Pedagogies, and Culturally Sustaining Practices in Teacher Preparation Programs (Table 12)

Abstract

Process-oriented activities are an essential component of the early childhood curriculum. Educators must enact research-based strategies to support all learners, including multilingual learners. Despite this, early childhood educators continue to enact product-oriented experiences and use limited effective strategies for multilingual learners. This study examines pre-service teachers' (PSTs) perceptions of process-oriented art and strategies to support multilingual learners through surveys and enact these experiences and strategies through STEAM lesson plans in preschool classrooms. Findings suggest a mismatch between the PSTs’ perceptions of process-oriented art experiences and strategies for multilingual learners and their actual enactment in their STEAM lesson plans. These findings reveal that PSTs need explicit guidance from teacher educators to implement authentic process-oriented art experiences and strategies for multilingual learners.

Authors

• SeungJung Jo, SUNY - Geneseo

• Jeanne Galbraith, SUNY Geneseo