Hispanic Preservice Teachers’ Peer Evaluations of Interdisciplinary Curriculum Development: A Self-Referenced Comparison Between Monolingual Generalists and Bilingual GeneralistsJournal of Hispanic Higher Education (2015)
This study investigated preservice teachers from two teacher education programs,
elementary generalists and bilingual generalists (who will teach all subjects in both
English and Spanish), about their instructional design abilities via examination of
their ability to integrate interdisciplinary-themed activities into mathematics lessons.
The findings illustrate the value provided by differentiating teacher preparation for
preservice bilingual teachers—especially for challenging STEM-related (science,
technology, engineering, and mathematics) subjects such as mathematics—based on
their distinctive pedagogical, cognitive, and linguistic requirements.
- peer evaluation,
- teacher education,
- bilingual education,
- instructional design Differences
Publication DateWinter December 15, 2015
Citation InformationSong An, Daniel Tillman, Meilan Zhang, William H. Robertson, et al.. "Hispanic Preservice Teachers’ Peer Evaluations of Interdisciplinary Curriculum Development: A Self-Referenced Comparison Between Monolingual Generalists and Bilingual Generalists" Journal of Hispanic Higher Education (2015)
Available at: http://works.bepress.com/robertson/27/