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首页> 外文期刊>School Science and Mathematics >Creating a Model of Acceptance: Preservice Teachers Interact With Non-English-Speaking Latino Parents Using Culturally Relevant Mathematics and Science Activities at Family Learning Events
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Creating a Model of Acceptance: Preservice Teachers Interact With Non-English-Speaking Latino Parents Using Culturally Relevant Mathematics and Science Activities at Family Learning Events

机译：创建接受模型：在家庭学习活动中，岗前教师与不讲英语的拉丁裔父母互动，使用与文化相关的数学和科学活动

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摘要

The following describes a culturally relevant mathematics and science content program implemented by preservice teachers (PSTs) at Family Math/Science Learning Events (FM/SLEs) conducted through two different university programs in south Texas. These experiences are required course activities designed to inform PSTs of the importance of interacting with Latino families' culture and language in after school settings. Data were collected from elementary PSTs attending FMLEs and include interactions recorded during the FMLE and interviews with Latino non-English-speaking parents after the event. Anecdotal data were also included from parents' interviews collected during culturally relevant Family Science Learning Events. Researchers investigated the following questions: (I) what did Latino parents and PSTs report learning from the FMLE and, (2) how do perceptions toward Latino parents change when PSTs are given the opportunity to interact with and interview Latino parents? Results show that PSTs perceptions of Latino parents can be changed through these events. Implications for teacher preparation programs include providing PSTs with opportunities for participation in FM/SLEs that incorporate planning and teaching culturally relevant math and science activities. The following model of acceptance requires PSTs to identify and reconstruct misconceptions and perceptions of parents, especially non-English-speaking Latino parents.
机译：下面介绍了与文化相关的数学和科学内容计划，该计划由德克萨斯州南部的两个不同的大学计划在家庭数学/科学学习活动（FM / SLE）中由职前教师（PST）实施。这些经验是必需的课程活动，旨在使PST意识到放学后与拉丁美洲家庭的文化和语言互动的重要性。数据是从参加FMLE的初级PST收集的，包括FMLE期间记录的互动以及活动后与拉丁裔非英语国家父母的访谈。从与文化相关的家庭科学学习活动中收集的父母访谈中，也包括了轶事数据。研究人员调查了以下问题：（I）拉美裔父母和PST报告了从FMLE学习到的内容是什么；（2）当PST有机会与拉美裔父母互动和访谈时，对拉丁裔父母的看法会如何改变？结果表明，通过这些事件可以改变PST对拉丁裔父母的看法。对教师预备课程的影响包括为PST提供参与FM / SLE的机会，这些课程包括规划和教学与文化相关的数学和科学活动。以下接受模型要求PST识别并重建对父母（尤其是非英语拉丁裔父母）的误解和看法。

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