Beyond Professional Development: Factors Influencing Early Childhood Educators' Beliefs and Practices Working with Dual Language Learners

Autor/inn/en	Spies, Tracy Griffin; Lyons, Catherine; Huerta, Margarita; Garza, Tiberio; Reding, Cristina
Titel	Beyond Professional Development: Factors Influencing Early Childhood Educators' Beliefs and Practices Working with Dual Language Learners
Quelle	In: CATESOL Journal, 29 (2017) 1, S.23-50 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1535-0517
Schlagwörter	Faculty Development; Urban Areas; Educational Quality; Learning Processes; Empathy; Bilingualism; Teacher Expectations of Students; Teacher Attitudes; Educational Practices; Program Design; Teacher Student Relationship; Mixed Methods Research; Preschool Teachers; Focus Groups; Native Language; Language Role; Language Usage; Cultural Influences; Spanish; English (Second Language); Second Language Learning; Teacher Aides; Preschool Education; Parent Participation; Instructional Materials; Teacher Surveys; Likert Scales; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Urban area; Stadtregion; Quality of education; Bildungsqualität; Learning process; Lernprozess; Empathie; Bilingualismus; Lehrerverhalten; Bildungspraxis; Programme design; Programmaufbau; Programmplanung; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Sprachgebrauch; Cultural influence; Kultureinfluss; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Handreichung; Lehrerhilfe; Elternmitwirkung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Likert-Skala
Abstract	The National Association for the Education of Young Children and Head Start have clearly articulated their position on the provision of high-quality instruction for the 4 million dual language learners (DLLs) enrolled in early childhood (EC) programs nationwide. Professional development (PD) provides a way for educators to increase their knowledge and skills; however, teacher practices in the classroom are strongly influenced by implicit beliefs about how children learn. This study examined the influence of 6 PD sessions related to high-quality instruction for DLLs and examined other influential factors related to beliefs and practices. Participants were 98 early childhood educators serving 3- and 4-year-old DLLs in an urban area in the Southwest US. Quantitative findings indicate educators' beliefs and practices shifted after PD. Qualitative findings suggest that educators' empathy, expectations, and external factors also influenced their beliefs and practices. Implications for PD and program design are discussed. (As Provided).
Anmerkungen	CATESOL. P.O. Box 9200-338, Fountain Valley, CA 92708. Tel: 714-907-4033; Fax: 888-832-0501; e-mail: catesoljournal@gmail.com; Web site: http://www.catesoljournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01