Lost in Translation: Narratives of Middle School Math Teachers’ Critical Self-Reflections on Teaching English Learners

• In Event: AERA Roundtable Session Saturday 11:45 am - Gold 2
  In Roundtable Session: Unpacking the Teaching and Learning of Middle School Mathematics

Abstract

Informed by Schön’s (1983) reflective action theory (RAT) and Woolfolk and Hoy’s (1990) self-efficacy theory (SET), this narrative inquiry explored the lived experiences of middle school math teachers who teach English learners (EL), with special emphasis on how teachers’ critical self-reflection impacts the ways in which they make meaning from their classroom experiences. Findings highlighted how intentional self-reflection positively shaped teachers’ feelings of self-efficacy, and ultimately, receptivity to revise practice. Recommendations underscore the importance of cultivating math teachers’ reflective thinking as part of their daily professional practice and concomitantly addressing the lack of preparation and support teachers reported receiving when teaching EL.

Authors

• Kristina Walshe, California State University - Long Beach

• Maiyoua Vang, California State University - Long Beach