A Proposed Pedagogical Approach for Preparing Teacher Candidates to Incorporate Academic Language in Mathematics Classrooms

Autor/inn/en	Lim, Woong; Stallings, Lynn; Kim, Dong Joong
Titel	A Proposed Pedagogical Approach for Preparing Teacher Candidates to Incorporate Academic Language in Mathematics Classrooms
Quelle	In: International Education Studies, 8 (2015) 7, S.1-10 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Teacher Education; Teaching Methods; Academic Discourse; Middle School Teachers; Mathematics Teachers; Mathematics Instruction; Standards; Syntax; Role; Lesson Plans; Faculty Development; Performance Based Assessment; Teacher Education Programs; Portfolios (Background Materials) + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Discourse; Diskurs; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Mathematics lessons; Mathematikunterricht; Standard; Rollen; Lesson planning; Unterrichtsplanung; Leistungsermittlung
Abstract	The purpose of this article is to present issues related to prioritizing academic language in teaching performance assessments and to propose a pedagogical approach that prepares middle grades mathematics teacher candidates to teach academic language. Based on our experience with teacher candidates and our knowledge of edTPA standards involving academic language, we suggest several steps for effective implementation. Key concerns about academic language with edTPA are problematic aspects of emphasis on syntax, challenging perspectives of incorporating academic language for productive discourse, and lack of research on the role of language functions or syntax in teaching mathematics. Keeping these concerns in mind for an effective implementation, we propose ways to facilitate learning of preservice teachers to develop lesson plans that connect objectives and language functions, and recommend the need for professional development for faculty and administrators, curriculum review and alignment, and provision of resources. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01