Missed Opportunity: How Induction Policy Fails to Explicitly Address English Learner-Classified Students

Autor/inn/en	Santibañez, Lucrecia; Snyder, Christine; Centeno, Danielle
Titel	Missed Opportunity: How Induction Policy Fails to Explicitly Address English Learner-Classified Students
Quelle	In: Journal of Teacher Education, 73 (2022) 2, S.159-174 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Santibañez, Lucrecia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/00224871211000071
Schlagwörter	School Policy; English Language Learners; Classification; Beginning Teacher Induction; Beginning Teachers; Teacher Competencies; Knowledge Level; Faculty Development; California + Suchen Sie Ihr Suchwort? Schulpolitik; Classification system; Klassifikation; Klassifikationssystem; Junior teacher; Junglehrer; Lehrkunst; Wissensbasis; Kalifornien
Abstract	English Learner-classified (ELC) students are one of the nation's most marginalized student populations. One promising but understudied strategy to strengthen teaching of ELC students is teacher induction. This article examines the role of teacher induction in strengthening novice teachers' EL-specific teaching knowledge and skills. Through a detailed analysis of induction in California, we find that the state has little external assurance that teachers who have undergone induction can meet ELC students' unique and diverse needs. California's decentralized, flexible, teacher-led induction may support teachers' development of general teaching skills, but misses an opportunity to support teachers in an area where many of them struggle. The study raises other problematic issues around mentoring for equity such as monolithic views of ELC students, lack of timely and actionable information about language proficiency, and lack of guidance as to what constitutes acceptable evidence of competency teaching ELC students. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01