Mainstream Preservice Teachers' Perceived Readiness in Knowledge, Skills, and Dispositions to Educate English Learners

Autor/in	Parrish, Katie
Titel	Mainstream Preservice Teachers' Perceived Readiness in Knowledge, Skills, and Dispositions to Educate English Learners
Quelle	(2022), (135 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Indiana Institute of Technology
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-3493-4
Schlagwörter	Hochschulschrift; Dissertation; English Language Learners; Teacher Certification; Teacher Education Programs; Preservice Teachers; Teacher Educators; Teacher Attitudes; Comparative Analysis; Teaching Skills; Knowledge Base for Teaching; Academic Achievement; Achievement Gap; Mainstreaming; Student Teachers; Indiana + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching theory; Theory of teaching; Unterrichtstheorie; Schulleistung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin
Abstract	This study investigated how mainstream preservice teachers in educator preparation programs (EPPs) in the State of Indiana feel they are ready to meet the growing EL population's needs. Further, the study investigated how EPP faculty perceive the readiness to educate ELs of the mainstream preservice teachers they prepare. Additionally, this study compared how mainstream preservice teachers and EPP faculty perceive the readiness to educate ELs in knowledge, skills, and dispositions. Using a quantitative, nonexperimental comparative approach, this study explicitly describes how mainstream preservice teachers perceive their readiness to educate ELs' knowledge, skills, and dispositions. Past literature supports the increase in the EL population, the achievement gap between ELs and their non-EL peers, and a despairing representation of mainstream teachers who hold EL certification to support the academic growth of this increasing population of learners. The results of this study identify the perception of readiness of mainstream preservice teachers and the perception of readiness as evaluated by EPP faculty for the mainstream preservice teachers they prepare in knowledge, skills, and dispositions to educate ELs. Overall, the results showed that mainstream preservice teachers and EPP faculty do not perceive the mainstream preservice teachers ready to educate ELs. The results were the same for the areas of knowledge, skills, and dispositions. The current findings, grounded in the complexity leadership theory, support the notion that EPPs are complex adaptive systems and must respond to the need to integrate EL coursework throughout educator preparation programs to prepare mainstream preservice teachers to educate ELs effectively upon program completion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01