Creating an Interactive Virtual Community of Linguistically and Culturally Responsive Content Teacher-Learners to Serve English Learners

Autor/inn/en	Kim, Sujin; Song, Kim; Coppersmith, Sarah
Titel	Creating an Interactive Virtual Community of Linguistically and Culturally Responsive Content Teacher-Learners to Serve English Learners
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 18 (2018) 2 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Culturally Relevant Education; Qualitative Research; Case Studies; Experiential Learning; Multimedia Instruction; Multimedia Materials; Group Discussion; Student Surveys; Language Teachers; Second Language Programs; English (Second Language); Reflection; Video Technology; Technology Uses in Education; Inservice Teacher Education; Preservice Teacher Education; Communities of Practice; Barriers + Suchen Sie Ihr Suchwort? Qualitative Forschung; Case study; Fallstudie; Case Study; Experiental learning; Erfahrungsorientiertes Lernen; Multimediales Lernen; Gruppendiskussion; Schülerbefragung; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrerfortbildung; Lehramtsstudiengang; Lehrerausbildung; Community
Abstract	This qualitative case study was framed by an experiential learning approach organized around video resources and linguistically and culturally responsive content teaching. The study explored an overarching research question: How did teacher-learners in a grant project interact with a multimedia learning platform that combined teaching video and VoiceThread presentation, called VT project, designed to enhance their linguistically and culturally responsive content teaching (LCRCT) for English learners (ELs)? Data included participants' VT projects, online and face-to-face class discussions, survey results, and final reflective papers in two TESOL courses as part of a National Professional Development grant program in a Midwestern University. Analyses demonstrated that the technology-assisted course design generally promoted a critical habit of mind among teacher-learners through opportunities to attentively notice and critically reflect on one's own and others' teaching practices. Teacher-learners demonstrated a shared ownership over their teaching processes while establishing a reflective discourse community, where the LCRCT framework guided their learning and practices of LCRCT for ELs. Study implications include ways for the teacher-learners to transfer their learning from this reflective multimedia-supported TESOL program into their classrooms, schools, and districts, as well as the challenges. The research was conducted by the three instructors who designed and implemented the course. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01