From Preparation to Practice: Enhancing In-Service Teachers' Work with Emergent Bilingual Learners through Graduate Teacher Education

Autor/inn/en	Heineke, Amy J.; Vera, Elizabeth M.; Hill, Martin; Israel, Maria Susman; Goldberger, Nancy; Anderson, Bernasha; Giatsou, Elina; Hook, Kimberly
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01