Experiences and Perceived Benefits of a Digital Pen Pal Experience on Preservice Teachers' Preparation for Working with English Learners

Autor/inn/en	Hughes, Elizabeth M.; Mahalingappa, Laura
Titel	Experiences and Perceived Benefits of a Digital Pen Pal Experience on Preservice Teachers' Preparation for Working with English Learners
Quelle	In: Action in Teacher Education, 40 (2018) 3, S.253-271 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hughes, Elizabeth M.) ORCID (Mahalingappa, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2018.1486750
Schlagwörter	Preservice Teacher Education; English Language Learners; Teaching Methods; Preservice Teachers; Computer Mediated Communication; Grade 5; Grade 6; Grade 7; Program Effectiveness; Experiential Learning; Student Diversity; Educational Technology; Technology Uses in Education; Middle School Students; Elementary School Students; Electronic Mail; Web Sites; Student Attitudes; Teacher Role; Language Usage + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Computerkonferenz; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Experiental learning; Erfahrungsorientiertes Lernen; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Elektronischer Briefkasten; Web-Design; Schülerverhalten; Lehrerrolle; Sprachgebrauch
Abstract	This research shares qualitative analysis of the experience and benefits of a digital pen pal (E-Pal) experience on preservice experiences and perceived benefits of English Learners (ELs) and how to teach ELs. For this project, preservice teachers exchanged E-Pal letters with EL and non-EL students in Grades 5 through 7 about a book they read. Constant comparative data analysis using an open-coding method yielded major themes regarding dispositions, pedagogical knowledge, and practice of pedagogical knowledge. Students demonstrated growth across areas. Findings support that a structured E-Pal program may be used to effectively provide preservice teachers educational experiences with ELs when classroom interactions are not available. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01