Troubling ‘happy’ allure of translanguaging: insights from a preservice teacher’s affective orientation to translanguaging vis-à-vis standardized literacy curriculum

The increasing linguistic and cultural diversity in K-12 schools necessitates preparing preservice teachers [PSTs] to address the unique needs of Emergent Bilinguals [EBs]. This study examined elementary preservice teachers’ (PSTs) lesson plans in English Language Arts, social studies, math, and science, focusing on integrating pedagogical translanguaging strategies. The research questions were the following: (1) What translanguaging practices are evident in PSTs’ lesson plans? (2) How do PSTs integrate these practices into their instructional planning for EBs? Fifty-six PSTs enrolled in a second language methodology course at a large urban research university participated in this study. This course, taken in their senior year or during student teaching, aimed to equip PSTs with skills for delivering linguistically and culturally appropriate instructions and assessments for EBs. For the final assignment, 56 lesson plans were analyzed using deductive and inductive coding methods with the Dedoose 4.2 software. The findings reveal that while PSTs effectively identified key vocabulary and used multimodal resources to support EBs, they need more training in leveraging EBs’ home languages, strategic grouping, multilingual collaboration, and translanguaging assessments in their instructional planning.

Teachers' Sense of Efficacy: An Important Factor in School Improvement

Using visuals is a well-known strategy to teach emergent bilinguals (EBs). This study examined how preservice teachers (PSTs) implemented visuals to help EBs understand mathematical problems and how an innovative intervention cultivated PSTs' capability of using visuals for EBs. Four middle school mathematics PSTs were engaged in a _ eld experience with EBs to work on mathematical problems; during the _ eld experience, the PSTs received interventions. In one intervention session, the PSTs were asked to make sense of a word problem written in an unknown language with different visuals. After this intervention, they changed their use of visuals when modifying tasks for EBs. The results suggest that immersive experiences where PSTs can experience learning from the perspective of EBs helps PSTs implement mathematically meaningful visuals in a way that makes mathematical problems accessible to EBs.

Introduction: Although there is ambiguity about the elements of teacher knowledge, all researchers accept that being able to anticipate what errors can be made, the reasons for and the strategies to overcome these errors, in short, the knowledge of students is important for student achievement. In this study, knowledge of students refers to being aware of students’ possible errors and underlying reasons for these errors and knowing how to overcome these errors. Based on this consideration, the purpose of this study is to investigate pre-service elementary teachers’ knowledge of students on the subtraction topic. Methods: Considering the purpose, the data were collected from 118 pre-service elementary teachers who were enrolled in a four-year Elementary Teacher Education program via a task-based questionnaire related to the topic of subtraction and semi-structured interviews following the questionnaire. The task-based questionnaire included three completed incorrect subtraction tasks and was prepared considering the related literature and the elementary school mathematics curriculum of Turkey. Each task in the questionnaire contained a different type of error. The pre-service elementary teachers’ answers to the task-based questionnaire were categorized as correct, partially correct, wrong, or no answer by means of categorical analysis. The pre-service elementary teachers who gave correct and partially correct answers to the tasks were asked to participate in the second part of the study to learn their possible strategies to overcome the errors made in the tasks. Results: As a result of the quantitative and qualitative analysis of the pre-service elementary teachers’ responses, it was found that their knowledge of students for subtraction is limited. Specifically, although the pre-service elementary teachers were partially able to identify the errors in the first and second task, they were not able to identify the error in the third task. Furthermore, they were better able to determine a more commonly occurring subtraction error compared to the uncommon ones. The pre-service elementary teachers could not identify the underlying reasons that led the students to the errors. They could not explain what conceptual knowledge related to the topic of subtraction the student lacked that resulted in the errors. As the pre-service teachers did not attain these reasons, they were not able to provide strategies to overcome these errors different than restating the rules or procedures to overcome students’ errors. Discussion: Only being able to identify the errors is not enough to make the instruction effective. Teachers also need to know and provide a rationale for why the errors happen and how to overcome them (Even & Tirosh, 1995). Contrary to this statement, the pre-service elementary teachers in this study could not attempt to understand the students’ thinking or could not explain the reasons behind students’ errors with the notion of subtraction. Son (2013) emphasizes that pre-service teachers tend to explain the reasons for students’ errors as procedural. Similar to this emphasis, the pre-service teachers identified the errors as resulting from not applying procedures carefully or not enough knowing algorithms to find correct solutions. However, without addressing the reasons or focusing on procedures does not promote students’ understanding of the related topic (An, Kulm, & Wu, 2004). The pre-service teachers’ difficulties in identifying the possible conceptual reasons may result from deficits in knowledge of students (Fennema & Franke, 1992; Ball et al., 2008). Limitations: The findings were limited with the responses of the pre-service elementary teachers participating in this study. Moreover, the pre-service elementary teachers’ knowledge of students was investigated within the scope of subtraction. Conclusions: Although the pre-service elementary teachers could identify students’ errors on subtraction, they had difficulty in identifying the reasons and suggesting strategies to overcome the errors. Therefore, it can be concluded that the pre-service teachers’ knowledge of students for the topic of subtraction is limited. An implication of this is that teacher educators need to include error-analysis tasks to help pre-service teachers be aware of the importance of their knowledge of students.

This qualitative study investigates the transformative learning of preservice teachers vis-à-vis reflective practice in field experience with emergent bilingual (EB) students. Teacher candidates in an elementary education program in the Midwestern United States worked with EB students and their teachers in a Spanish-English dual language school as a part of a TESOL methods course requirement. Using qualitative research data, such as reflections, language autobiographies, and focus group interviews, the study explores whether and in what ways preservice teachers experienced transformative learning in an unfamiliar educational environment. The findings reveal how teacher candidates underwent transformative learning in a dual language setting that caused them to initially experience discomfort and anxiety while working with EB students and their teachers. The importance of context as well as relationships with others in transformative learning is reaffirmed in the study. The researchers alert teacher education programs to provide preservice teachers with field experience in an unfamiliar context where they can experience transformative learning.

This case study investigated how middle-school mathematics preservice teachers (PSTs) help Emergent Bilinguals (EBs) understand cognitively demanding problems while they received a set of EB-focused interventions. Three PSTs, who had no prior experience of teaching mathematics to EBs, worked with EBs in a one-on-one setting while receiving individual interventions. As time evolved, the PSTs began to integrate content from students’ cultures and applied various alternative methods related to the given mathematical situations. This study suggests that preparing PSTs require an infusion of practical experiences and examples in order to teach EBs with effective culturally responsive teaching strategies.

The purpose of this study is to explore what mathematics perceptions are held by pre-service teachers. Sixty-eight pre-service elementary school teachers enrolled in a mathematics content course for elementary school teachers completed Mathematics Perceptions Survey (MPS) to measure their mathematics perceptions. All items were presented in the form of a 7-point rating scale. The questionnaire contained questions related to pre-service teachers’ perceptions of what mathematics is and how to do well in it, what mathematics solutions should be, how mathematics problems can be solved, how mathematics should be taught, and how mathematics is learned, mathematics genius to do mathematics, the nature of school mathematics, and student motivation. Findings indicated that the beliefs pre-service elementary school teachers reflected in the instrument items were in line with the current reform movements in mathematics education. The pre-service elementary school teachers generally indicated positive beliefs to the questionnaire items about mathematics. For instance, they gave importance to appreciate developing different ways of solutions to the same problem, why a solution to a mathematics problem works, think in mathematics can be creative and discover things by themselves, and apply mathematics knowledge and skills to real life. However, the results revealed that the pre-service elementary school teachers held several moderate and negative beliefs. The data indicate that pre-service elementary school teachers’ definition of mathematics reflects more of a subject that is all about symbols, numbers, equations, formulas, and procedures that are to be memorized. The results also indicated that pre-service elementary school teachers do not agree that the subject matter is interesting, and that learning the discipline will help them think clearly. Motivation is among the most powerful determinants of students’ success or failure in school. These results suggest that mathematics educators need to develop pre-service teachers’ motivation towards mathematics; help pre-service teachers understand and value the need for perseverance in solving mathematics problems; and help students realize the connections between the mathematics they learn in school and the mathematics-related fields that might interest them.

Implementing mathematically challenging tasks is difficult for teachers when working with emergent bilinguals because cognitively demanding tasks in mathematics commonly have high language demand. Currently, inadequate teacher preparation for teaching emergent bilinguals is becoming a significant concern in the United States as this population of students is rapidly growing. This study investigated how two mathematics preservice teachers (PSTs) support middle school emergent bilinguals to understand cognitively demanding mathematical problems through task modification. Fieldwork with a concurrent intervention was designed for the PSTs to work with emergent bilinguals in a one‐on‐one setting. The PSTs modified cognitively demanding mathematics tasks and designed a lesson for the emergent bilinguals based on the modified tasks. The results revealed that the task modification made by the PSTs tended to shift from reducing cognitive demands in mathematics and language to maintaining the demands through learning strategies of contextual support.

Stage 1: Survival During Stage 1, which may last throughout the first full year of teaching, the teacher's main concern is whether she can survive. This preoccupation with survival may be expressed in questions the teacher asks: "Can I get through the day in one piece? Without losing a child? Can I make it until the end of the week? Until the next vacation? Can I really do this kind of work day after day? Will I be accepted by my colleagues?" Such questions are well expressed in Ryan's enlightening collection of accounts of first-year teaching experiences (3).

Often pre-service early childhood and elementary teachers, many who are female, feel they are not good at math and appear uncomfortable at the prospect of teaching math. Given the influence pre-service teachers’ attitudes toward math might have on their learning, as well as that of their future students, examining the precursors of mathematical self-efficacy will prove helpful to instructors teaching math in elementary education coursework. Of relevance to the current study, some findings indicate achievement goals are linked to one’s self-efficacy for successfully completing mathematical tasks. However, published studies have not yet examined how the four achievement goals influence the self-efficacy for mathematical learning among pre-service elementary education students. Therefore, a unique purpose of this research is to focus on how achievement goals predict math self-efficacy among 163 female pre-service teachers enrolled in undergraduate elementary education math methods courses. Results reported here are part of a larger study examining pre-service teachers’ achievement goals for mathematical learning. Both mastery-approach and performance-approach goals were positive predictors of pre-service teachers’ self-efficacy for learning mathematics, while math anxiety predicted lower rates of self-efficacy.

Part 1: Defining the Problem Space and Possibilities 1. The Urgency of Preparing Teachers for Second Language Learners Elizabeth R. Howard, Thomas H. Levine, and David M. Moss 2. Teacher Educator Capacity to Prepare Preservice Teachers for Work with Emergent Bilinguals Thomas H. Levine and Elizabeth R. Howard 3. Recruiting and Organizing Learning among Busy Faculty Members Thomas H. Levine, Elizabeth R. Howard & Mileidis Gort Part 2: Revising Courses and Developing Practices 4. Using a Conceptual Frame to Infuse Material about Emergent Bilinguals into a Teacher Education Course Megan E. Staples and Thomas H. Levine 5. Solving Problems of Space, Time, and Knowledge: How to Fit Learning About Linguistic and Cultural Diversity into Teacher Education Courses Douglas Kaufman, Mary P. Truxaw, Alan S. Marcus, Sandra B. Billings, & Manuela Wagner 6. Teaching Preservice Teachers How to Learn From-and About-their Emergent Bilingual Students: The Foundation for Everything Else Douglas Kaufman 7. Leveraging Clinical Experiences to Prepare Teachers for Culturally and Linguistically Diverse Students Rebecca D. Eckert, Susan L. Payne, Robin E. Hands, and Rene Roselle Part 3: Assessing Outcomes and Learning Along the Way 8. Assessing Progress Within and Across Cohorts Elizabeth R. Howard, Megan E. Welsh, Thomas H. Levine, and David M. Moss 9. Instruction in Progress: In Search of Effective Practices for Emergent Bilinguals Cory Wright-Maley, Thomas H. Levine, and Eileen M. Gonzalez 10. From Professional Learning to Professional Action and Back Again Rachael Gabriel and Manuela Wagner 11. Preservice Teachers' Evolving Knowledge and Practice Toward Linguistically-and Culturally-Responsive Pedagogy Wendy J. Glenn and Mileidis Gort Part 4: Moving Forward 12. Pathways to success: Models of Teacher Preparation for Cultural and Linguistic Diversity David M. Moss, j. Zack, and Susan L. Payne 13. Final Recommendations for Initiating a Faculty Learning Community Elizabeth R. Howard, Thomas H. Levine, and David M. Moss

예비교사 및 초등교사가 공학기술-디자인의 중요성을 자각하도록 하며 공학기술-디자인에 대한 새로운 시각을 가지고 스스로 이해하고 흥미를 가지도록 하기 위하여 예비교사 및 초등교사에게 뇌 기반 창의적 공학기술-디자인 융합교육은 어떠해야 하는지가 중요하다. 본 연구에서는 뇌 기반 창의적 공학기술-디자인 융합교육을 위한 프로그램을 개발하고, 예비교사 및 초등교사에게 적용하여 그 효과를 분석하는데 목적이 있다. 연구대상은 D시에 소재하고 있는 D교육대학의 예비교사, 초등학교 교사를 대상으로 하였다. 뇌 기반 창의적 공학기술-디자인 융합교육 프로그램을 예비교사 및 초등교사 대상에 맞추어 구성해서 개발하였다. 예비교사 및 초등교사에게 1회에 3차시씩 5회에 걸쳐 총 15차시를 실시하였으며, 감성 검사지로 사전 사후 검사하여 그 변화의 정도를 평가 비교하고, 또한 적용 한 후의 만족도 및 적합도를 평가와 연수의 개선 방안을 제안하도록 하였다. 그 결과를 살펴보면 다음과 같다. 첫째, 예비교사의 경우에 ‘유쾌한’ 등의 많은 평가항목이 유의한 차이로 긍정적인 감정 변화를 나타내고 있고, 초등교사의 경우는 ‘유쾌한’ 등의 모든 평가항목이 유의한 차이로 긍정적인 감정 변화를 나타내고 있어, 뇌 기반 창의적 공학기술-디자인 융합교육 프로그램이 예비교사 및 초등교사의 감성을 더욱 긍정적인 상태로 변화하도록 영향을 미치는 것으로 볼 수 있다. 다음은 만족도 및 적합도에 관한 결과를 보면, 둘째, 뇌 기반 창의적 공학기술-디자인 융합교육 프로그램이 예비교사 및 초등교사에게 상당히 만족스럽고 적합한 것으로 인식하고 있다. 셋째, 융합교육 프로그램을 적용한 후에 연수의 개선 방안에 대해 예비교사의 경우는 아이디어를 설계할 시간이 더 필요하고, 초등교사의 경우는 활동 중심 수업이 좋았으며, 더 많은 자료가 필요하다 등의 개선 의견을 제시해 준 것으로 나타났다.This study shows that it is important how creative engineering technology-design convergence education should be for pre-service teachers and elementary school teachers, realizing the importance of engineering technology-design and understanding and having an interest on it with new perspectives. This study attempted to develop programs for brain-based creative engineering technology-design convergence education and analyzing the effect of the program on pre-service teachers and elementary teachers. Pre-service teachers in D-national university of education, located in D city, and elementary teachers participated in the study. The program was developed separately for pre-service teachers and elementary teachers. The program was implemented for 5 hours in 5 rounds (3 hours in 1 round). Sensibility examination was examined before and after the program to compare and evaluate the degree of change of examination, and made suggestions for training and evaluating satisfaction and fitness after the program was applied. The results are as follows. Pre-service teacher showed significant difference of positive sensibility change in many assessments (e.g., pleasant.) and elementary teachers showed significant difference of positive sensibility change in all assessments. This shows that the program affects their sensibility more positively. Regarding the results of satisfaction and fitness, pre-service teachers appreciate the program very appropriate for pre-service teacher and elementary teacher. For improvement plans, after the program was applied to the training, pre-service teachers suggest more time to plan ideas and elementary teachers like activities oriented education and suggests more material to be used in the program.

As an important means to improve teaching quality and teaching level, mathematics teaching evaluation is an important part of mathematics education and teaching. How to use evaluation in the teaching process to effectively improve the quality of classroom teaching and promote the all-round development of students is a problem that all teachers need to think seriously. There have been many related studies on mathematics teaching evaluation, but the cognition situation of pre-service mathematics teachers of teaching evaluation has not been studied. To address this problem, this study investigates the cognition of 25 pre-service mathematics teachers on teaching evaluation through open-ended interviews, obtains the cognitive situation of pre-service mathematics teachers on mathematics teaching evaluation, and puts forward targeted suggestions for training pre-service mathematics teachers. After analyzing, it can be found that: (1) Pre-service teachers' cognition of the function, principle, and implementation strategy of teaching evaluation is not comprehensive enough, and there is a big gap with the previous research (2) Pre-service teachers' understanding of teaching evaluation is highly matched with the previous research, but there is still a certain one-sidedness, and the feasibility and effectiveness of some views need to be verified. Therefore, it is suggested that: (1) Teachers and experts responsible for training should provide more off-campus internship opportunities for pre-service teachers; (2) Pre-service teachers should take the initiative to study and research, learn the relevant evaluation methods and latest evaluation theories and try to combine the evaluation methods with the relevant contents of high school mathematics.

Despite their increasing population, many teacher preparation programs have yet to provide adequate preparation for teaching Emergent Bilinguals (EBs). To respond to this situation and to the high demand for effective teachers of EBs, we investigated how preservice teachers (PSTs) adapt mathematics lesson plans for EBs. Twenty-one secondary mathematics PSTs, enrolled in two university-based programs, participated in this study and developed lesson plans for EBs. Our analysis revealed that although the PSTs frequently implemented visuals and group work strategies for EBs, they need to better integrate EBs’ funds of knowledge and academic language support.

The purpose of this study was to examine the perceptions of novelty space among pre-service elementary and secondary earth science teachers. We conducted a survey to explore the perceptions of 38 pre-service elementary school teachers at the National University of Education and 31 pre-service secondary earth science teachers at the Department of Earth Science Education at B University. Semi-structured interviews were conducted with 12 participants, including three pre-service elementary teachers and nine pre-service secondary science teachers. In addition to the elements of novelty space, prior knowledge (cognition), prior outdoor learning experience (psychology), familiarity (geography) with outdoor field learning, and social and technical elements were added. When classified based on elementary and secondary levels, there were statistically significant differences in cognitive, psychological, geographic, and social areas for the elements of novelty space. Statistical differences indicated that the experience or capital related to outdoor learning may have resulted from more pre-service secondary earth science teachers than pre-service elementary teachers. In additional interviews, both elementary and secondary pre-service teachers reported that competencies in the technical domain would be emphasized in the future owing to the necessity and the technical development of virtual-reality-based outdoor field learning programs. This study emphasizes the academic significance of novelty space that should be considered to conduct geological field learning for elementary and secondary earth science pre-service teachers while considering the current post-pandemic educational context.