Qualitative analysis of classroom practices reveals gaps in training teacher candidates for supporting ELLs in mathematics, indicating a need for enhanced professional development.
We know little about how teacher candidates are prepared to work with English language learners (ELLs) in mathematics classes. This qualitative study, based on interviews with 16 instructors of mathematics methods courses for pre-service teachers, examined instructors’ reported classroom practices regarding helping teacher candidates learn to work with ELLs in mathematics. Findings suggest that ELLs’ needs may not be addressed in mathematics methods classes for varied reasons. This study has implications for mathematics teacher educators, PreK-12 mathematics teachers, and higher education and district level staff members who provide professional development for teachers.
No takes yet. Share an insight, caveat, or question.
Arnold et al. (2024) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: