Preservice Teachers' Responses to an Integrated Math-Science Methods Course Focused on English Learners

• In Event: 42.053 - Preparing Preservice Teachers to Teach Mathematics and Science to English Language Learners

Abstract

This paper examines preservice teachers (PSTs) who participated in an integrated math-science methods course focused specifically on English learners (ELs). We analyze in-class work and interviews to understand how this course supported or constrained PSTs’ development of practices for attending to ELs in their mathematics and science instruction. We make suggestions for such methods courses based on these findings, viewed through the lens of instructors for these courses. Examining these courses allows for theoretical and practical insight into how these courses can be enacted to better support beginning teachers in attending to ELs in their daily content instruction.

Authors

• Sarah Ann Roberts, University of California - Santa Barbara

• Julie Bianchini, University of California - Santa Barbara