Literaturnachweis - Detailanzeige
Autor/inn/en | de Araujo, Zandra; I, Ji Yeong; Smith, Erin; Sakow, Matthew |
---|---|
Titel | Preservice Teachers' Strategies to Support English Learners [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015). |
Quelle | (2015), (8 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Preservice Teachers; English Language Learners; Teacher Education Programs; Teacher Effectiveness; Teaching Methods; Interviews; Observation; Reflection; Interpersonal Communication; Visual Stimuli; Comprehension; Elementary School Teachers; Difficulty Level; Qualitative Research Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Beobachtung; Interpersonale Kommunikation; Verstehen; Verständnis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schwierigkeitsgrad; Qualitative Forschung |
Abstract | Although English language learners (ELLs) are one of the fastest growing groups of students in the United States, many teacher preparation programs have yet to require preservice teachers (PSTs) to receive training in effective practices for teaching ELLs. We examined a four-week field experience pairing an elementary PST with an ELL. We examined the strategies PSTs used to support ELLs as they implemented cognitively demanding mathematics tasks. Through interviews, observations, and written reflections, we found that the PSTs tried to support students, with varying degrees of success, by allowing for multiple modes of communication, including visual supports, pressing for explaining, and checking for understanding. Implications for teacher preparation are discussed. [For the complete proceedings, see ED583989.] (As Provided). |
Anmerkungen | North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |