Facilitating Professional Development for Teachers of English Language Learners

Autor/in	Molle, Daniella
Titel	Facilitating Professional Development for Teachers of English Language Learners
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 29 (2013), S.197-207 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2012.10.002
Schlagwörter	Faculty Development; Elementary School Teachers; Secondary School Teachers; Teacher Administrator Relationship; Facilitators (Individuals); Discourse Analysis; English Language Learners; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Diskursanalyse
Abstract	The study explores the process of facilitation in professional development for educators. The study relies on discourse analysis of interaction among K-12 teachers and administrators in a Midwestern U.S. state during a semester-long professional development program especially designed for educators working with English language learners (ELLs). The study examines the facilitation practices employed by the lead facilitator of the professional development program from three analytical lenses: context as participation, context as ideology, and content. The paper provides an empirical illustration of how recommendations in the literature about professional development for educators of ELLs can be put in practice. (Contains 3 tables and 6 excerpts.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10