Unpacking Elementary Preservice Teachers' Beliefs on Culturally and Linguistically Responsive Mathematics and Science Teaching for English Language Learners

Autor/inn/en	Min, Mina; Whitehead, Ashley; Wells, Cacey; Akerson, Valarie
Titel	Unpacking Elementary Preservice Teachers' Beliefs on Culturally and Linguistically Responsive Mathematics and Science Teaching for English Language Learners
Quelle	In: International Journal of Research in Education and Science, 9 (2023) 2, S.444-460 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Min, Mina) ORCID (Whitehead, Ashley) ORCID (Wells, Cacey) ORCID (Akerson, Valarie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Elementary School Teachers; Student Attitudes; Preservice Teachers; Teacher Education Programs; STEM Education; English Language Learners; Mathematics Instruction; Science Instruction; Culturally Relevant Education; Scaffolding (Teaching Technique); Academic Achievement; Knowledge Base for Teaching; Teacher Attitudes; Comparative Analysis; Learning Experience; Public School Teachers; Self Efficacy + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten; STEM; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulleistung; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerverhalten; Lernerfahrung; Self-efficacy; Selbstwirksamkeit
Abstract	With an increasing number of English Language Learners (ELLs), the landscape of public schools in the United States has been rapidly changing. However, ELLs' academic performance is consistently lower than their native English-speaking peers' and many in-service teachers feel ill-prepared to teach ELLs in a culturally and linguistically responsive way. This is especially true for mainstream teachers who teach STEM-related subjects. This study explores how pre-service elementary school teachers perceive culturally and linguistically responsive mathematics and science teaching practices for ELLs. A qualitative research design with interviews and constant comparative analysis was employed. Pre-service teachers' lively voices that unpack their beliefs on the characteristics of culturally and linguistically responsive math and science teaching are illustrated around teachers' scaffolding strategies, ELLs' learning experiences, and environments. Suggestions for teacher educators, education scholars, and practitioners are provided to advance the discourse of how to better prepare teachers to teach mathematics and science to ELLs. (As Provided).
Anmerkungen	International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01