Literaturnachweis - Detailanzeige
Autor/inn/en | Heineke, Amy J.; Vera, Elizabeth M.; Hill, Martin; Israel, Maria Susman; Goldberger, Nancy; Anderson, Bernasha; Giatsou, Elina; Hook, Kimberly |
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Titel | From Preparation to Practice: Enhancing In-Service Teachers' Work with Emergent Bilingual Learners through Graduate Teacher Education |
Quelle | In: Teacher Education Quarterly, 49 (2022) 2, S.8-32 (25 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0737-5328 |
Schlagwörter | Teachers; Bilingual Students; English (Second Language); Second Language Learning; Teacher Education; Graduate Study; Elementary Secondary Education; Outcomes of Education; Teacher Role; Teaching Skills; Attitude Change; Advocacy; Social Justice; Teacher Student Relationship Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Lehrerausbildung; Lehrerbildung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Lernleistung; Schulerfolg; Lehrerrolle; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Attitudinal change; Einstellungsänderung; Sozialanwaltschaft; Soziale Gerechtigkeit; Teacher student relationships; Lehrer-Schüler-Beziehung |
Abstract | Across the United States, school stakeholders are grappling with how best to serve the large and often marginalized student subgroup of emergent bilingual learners (EBLs), which includes preparing the wide array of teachers who work with EBLs. This mixed-method study probes one university's efforts to prepare teachers spanning settings from early childhood to high school, considering if and how participation in an EBL-focused graduate program influenced their understandings and practices in schools with large numbers of EBLs. Drawing from pre- and post program surveys and classroom observations, findings indicate that teachers shifted both perceptions and instruction as well as espoused roles as social justice advocates for EBLs and their families. Shifts connected to program curricula and experiences as well as the cohort model involving teachers in neighboring districts. Implications center on utilizing graduate teacher education to promote equity in schools via the preparation of in-service teachers. (As Provided). |
Anmerkungen | Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |