Teacher Professional Learning to Support Multilingual Learners in Engineering Education

• In Event: AERA Poster Session Friday 11:45am
  In Poster Session: AERA Division K Section 6 In-Service Educators - Poster Session 3

Abstract

In this study, we analyzed teacher outcomes after participating in a Multilingual Learners Engineering (M.L.E.) professional learning (PL) institute. This PL helps grade 4 teachers develop the knowledge and skills they need to effectively teach engineering to all students — especially Multilingual Learners. Using sociocultural theory, we analyzed pre- and post-survey data from treatment teachers who received the PL and comparison teachers who did not. We found that although both groups were similar at the beginning of the year, treatment teachers showed larger gains in their understanding of reform-oriented instructional practices and reported greater increases over time in their feelings of preparedness than the comparison teachers, likely due to the M.L.E. PL they received.

Authors

• Meghan Macias, WestEd

• Ashley Iveland, WestEd

• Ruchita Patel, WestEd