What Teachers Say They Need: Mapping Multilingual & Multicultural Stances for Professional Development Using PISA 2022

• In Event: Multilingualism, Identity, and Belonging

Abstract

Professional development (PD) is a crucial resource for teachers to build and advance their knowledge and teaching skills. It is highly suggested that teachers from all subject areas develop a multicultural and multilingual (M&M) stance for students from diverse cultural and linguistic backgrounds. Drawing on Borg’s Teacher Cognition Framework, this study uses PISA 2022 data to learn how teachers’ M&M stances vary across subjects and relate to prior learning experiences, informing relevant PD designs. Findings reveal meaningful variations in teachers’ PD needs across subjects. Despite a modest explanatory power, prior learning experiences significantly shape teachers’ perceived M&M PD needs. This exploratory study invites discussion on designing subject-differentiated, multi-tiered, and experiential-oriented PD in M&M teaching.

Authors

• Ruoyi Zhang, Brooklyn RISE Charter School

• Jianing Li, Fordham University