Teacher Candidates Learning from English Learners: Constructing Concepts of Language and Culture in Tuesday's Tutors After-School Program

Autor/inn/en	Fitts, Shanan; Gross, Lisa A.
Titel	Teacher Candidates Learning from English Learners: Constructing Concepts of Language and Culture in Tuesday's Tutors After-School Program
Quelle	In: Teacher Education Quarterly, 39 (2012) 4, S.75-95 (21 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	After School Programs; Tutorial Programs; Preservice Teachers; Field Experience Programs; Preservice Teacher Education; Cultural Awareness; Elementary School Students; Bilingual Students; English Language Learners; English (Second Language); Second Language Learning; Student Attitudes; Beliefs; Knowledge Level; Cultural Differences; Case Studies + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Praxisnahes Lernen; Lehramtsstudiengang; Lehrerausbildung; Cultural identity; Kulturelle Identität; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schülerverhalten; Belief; Glaube; Wissensbasis; Kultureller Unterschied; Case study; Fallstudie; Case Study
Abstract	In teacher preparation programs across the United States, early field experiences are considered to be an effective method of providing teacher candidates with opportunities to observe and interact with children (National Council for Accreditation for Teacher Education (NCATE, 2010). These practicum arrangements assist candidates in developing pedagogical skills, a sense of self as teacher, and positive dispositions towards different groups of children (NCATE, 2008). With the changing demographics of the U.S. population, many state certification agencies require candidates to work with children from culturally diverse populations. Such formative opportunities are designed to broaden candidates' socio-cultural understanding and shape their ability to address the needs of diverse learners. Lucas and Grinberg (2008) note that research conducted on teacher preparation for diversity often treats ethnic, cultural, and linguistic diversity "as one largely undifferentiated set of factors" (p. 606). These authors propose an examination of the specific types of knowledge, attitudes, and skills necessary for teaching children who are bilingual and English learners (ELs). This study examines the growth of preservice teacher candidates' beliefs, attitudes, and knowledge about school-age ELs in the context of an early field experience. (Contains 1 table, 1 figure and 1 note.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10