Learning to Teach Bilingual Students: How Teacher Candidates Appropriate Linguistically Responsive Practices

Autor/in	Moore, Meredith
Titel	Learning to Teach Bilingual Students: How Teacher Candidates Appropriate Linguistically Responsive Practices
Quelle	In: Action in Teacher Education, 40 (2018) 3, S.336-353 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2018.1486749
Schlagwörter	English Language Learners; Bilingualism; Preservice Teachers; Undergraduate Students; Case Studies; Females; Teacher Education Programs; Elementary School Students; Elementary School Teachers; Educational Change; Teaching Methods; Knowledge Base for Teaching; Student Characteristics; English (Second Language); Second Language Learning; Language Usage; Teacher Student Relationship; Classroom Observation Techniques + Suchen Sie Ihr Suchwort? Bilingualismus; Case study; Fallstudie; Case Study; Weibliches Geschlecht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching theory; Theory of teaching; Unterrichtstheorie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachgebrauch; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	As the number of English Language Learners (ELLs) educated in general education classrooms has increased, many teacher education programs have implemented reforms intended to prepare teacher candidates to work with ELLs. This multiple-case study uses a sociocultural perspective on learning to examine whether and how four undergraduate teacher candidates from a reformed program appropriated linguistically responsive teaching practices for use in fieldwork with bilingual elementary students. All participants were females who were born and raised in the United States; two were monolingual and White, and two were bilingual and Asian. Within-case analysis reveals four distinct portraits of young women learning to be teachers, with substantial variation in their teaching practice. Cross-case analysis demonstrates patterns in the sources of participants' knowledge and highlights the importance of guided participation during fieldwork to enable teacher candidates to appropriate knowledge for use in the classroom. Implications for teacher education programs are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01