How Prepared are the U. S. Preservice Teachers to Teach English Language Learners?

Autor/inn/en	Durgunoglu, Aydin Yucesan; Hughes, Trudie
Titel	How Prepared are the U. S. Preservice Teachers to Teach English Language Learners?
Quelle	In: International Journal of Teaching and Learning in Higher Education, 22 (2010) 1, S.32-41 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Student Teaching; Preservice Teachers; Self Efficacy; Second Language Learning; Classrooms; English (Second Language); High Schools; High School Students; Classroom Observation Techniques; Mentors; Females; Whites; Outcomes of Education; Motivation; Beliefs; United States + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Self-efficacy; Selbstwirksamkeit; Zweitsprachenerwerb; Classroom; Klassenraum; English as second language; English; Second Language; Englisch als Zweitsprache; High school; Oberschule; High schools; Student; Students; Schüler; Schülerin; Studentin; Weibliches Geschlecht; White; Weißer; Lernleistung; Schulerfolg; psychologische; Motivation (psychologisch); Belief; Glaube; USA
Abstract	This study focuses on self-efficacy, attitudes, perceived preparedness, and the knowledge of preservice teachers in the USA regarding isolated English Language Learners (ELLs) in high school classrooms. In the first study, 62 preservice teachers who were doing their student teaching completed a survey on: (a) their perceived preparation and self-efficacy regarding ELL students, (b) their attitudes towards ELL students in mainstream classrooms and their parents. They also completed an ELL knowledge test. In Study 2, several high school classrooms that included a few ELLs were observed to determine what these students experienced in a mainstream classroom and how the preservice teachers interacted with them. Four Caucasian female pre-service teachers from Study 1 were observed. Results from Study 1 showed that the sense of preparedness was verified by the performance on the knowledge test and was related to self-efficacy. The classroom observations indicated that these preservice teachers were not well prepared to teach ELL students and their mentoring teachers were not providing any guidance. (Contains 3 tables.) (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10