Chinese Dual Language Immersion Teacher Professional Learning Community

Autor/inn/en	He, Ye; Ouyang, Qiuyu; Zhang, Hanxuan
Titel	Chinese Dual Language Immersion Teacher Professional Learning Community
Quelle	In: Educational Research and Development Journal, 25 (2022) 2, S.53-70 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Immersion Programs; Second Language Learning; Communities of Practice; Chinese; Preschool Teachers; Foreign Nationals; Teacher Attitudes; Teaching Experience; Human Capital; Social Capital; Teaching Methods; Foreign Countries; Language Teachers; North Carolina; China + Suchen Sie Ihr Suchwort? Immersionsprogramm; Zweitsprachenerwerb; Community; China; Chinesen; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ausländer; Ausländerin; Lehrerverhalten; Humankapital; Sozialkapital; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Language teacher; Sprachunterricht
Abstract	To support the increasing numbers of Chinese language programs in the United States, there is a need to recruit and support highly qualified teachers. In this study, we described an online professional learning community (PLC) among a small group of Kindergarten Chinese teachers. All the teachers were visiting teachers with prior teaching experiences from China. Based on PLC meeting notes, artifacts, and individual teacher interviews, we explored teachers' development of human, social, and decisional capitals, and the impact of PLC on their instructional practices. Discussions and implications were also provided to further cultivate, sustain, and expand such professional learning opportunities for teachers from diverse backgrounds. (As Provided).
Anmerkungen	Chinese American Educational Research and Development Association. e-mail: info@caerda.org; Web site: https://www.viethconsulting.com/members/publication/new_waves_home.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01