Assessing Bilingual/ESL Instructional Quality to Teach Math and Science to English Learners

• In Event: 56.045 - Mathematics and Science Classrooms for Bilingual Learners

Abstract

Teacher instructional quality is guided by teachers’ pedagogical content knowledge. Research is limited on assessing teachers’ PCK to teach math and science in elementary and middle grades to ELs. This study offers professional developmento to teachers of English learners to increase their PCK to teach math and science. The study explores teachers’ self efficacy to teach math and science to English learners and teachers’ subject content knowledge in math and science. The the effect of self-efficacy and knowledge systems on instructional quality is measured through the ELISR observation protocol. Findings reveal that as teachers’ self-efficacy and SCK increase so does instructional quality. Implications suggest PD include SCK, PK and linguistics knowledge to offer a model for conceptualizing bilingual/ESL teaching.

Authors

• Zenaida Aguirre-Munoz, Texas Tech University

• Magdalena Pando, Southern Methodist University

• Rosario Moreno, Texas Tech University