Preservice teachers’ use of mathematics tasks in relation to their experiences with, goals for, and beliefs about English learners

ZDM ◽  
2021 ◽  
Author(s):  
Zandra de Araujo ◽  
Erin Smith ◽  
Ji Yeong I
Keyword(s):  
Preservice Teachers ◽  
English Learners ◽  
Mathematics Tasks

Walking in English Learners' Shoes

2016 ◽  
pp. 621-650
Author(s):  
Debbie Powell ◽  
Roberta J. Aram
Keyword(s):  
Preservice Teachers ◽  
Personal Growth ◽  
English Learners ◽  
Professional Growth ◽  
Cultural Awareness ◽  
Effective Teaching Strategies ◽  
Immersion Experience ◽  
Reflection Time ◽  
Short Term Study ◽  
Field Notes

This chapter reports on a university short-term study abroad immersion experience in Costa Rica for preservice teachers. Qualitative data from instructors' field notes and participants' photo blogs, exit interviews, and formal course evaluations were analyzed for evidence of expressions of empathy for English Learners (ELs), resolve to use effective teaching strategies with ELs, personal growth and cross-cultural awareness. Findings show that participants demonstrated empathy that was linked to personal and professional growth as a future teacher. The course's design strategically causing authentic physical and emotional struggles similar to ELs' with purposefully facilitated reflection time to address feelings and experiences was effective in achieving overall course goals.

Learning to Teach and Teaching to Learn

2022 ◽  
pp. 207-223
Author(s):  
Kimy Liu ◽  
Debra Bukko
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Transformative Learning ◽  
Professional Identity ◽  
Students With Disabilities ◽  
English Learners ◽  
Learning Experience ◽  
The Other ◽  
Teaching Skills ◽  
Teaching Approaches

Preservice teachers are developing their professional identity while honing their teaching skills. Without transformative learning experience, preservice teachers will teach students the ways they were taught. They can have exclusive and deficit mindsets about students with disabilities (SWDs), many of whom are also English learners. Exclusive and deficit mindsets can lead to two teaching approaches: One is to treat SWDs as inferior to their typical peers. The other is to insist on standardized instruction for the sake of equality. In this chapter, the authors, as the teacher preparation faculty, confronted this challenge by engineering a transformative learning experience to liberate preservice teachers from the deficit mindsets about teaching students with disabilities.

scholarly journals Teaching “in their best interest”: Preservice teachers' narratives regarding English Learners

2017 ◽  
Vol 67 ◽  
pp. 179-188 ◽  
Author(s):  
Amanda T. Sugimoto ◽  
Kathy Carter ◽  
Kathleen J. Stoehr
Keyword(s):  
Preservice Teachers ◽  
English Learners ◽  
Best Interest
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