Teaching and Learning in Higher Education: Enhancing Faculty's Preparation of Prospective Secondary Teacher Candidates for Instructing English Language Learners

Autor/inn/en	Nguyen, Huong Tran; Benken, Babette M.; Hakim-Butt, Karen; Zwiep, Susan Gomez
Titel	Teaching and Learning in Higher Education: Enhancing Faculty's Preparation of Prospective Secondary Teacher Candidates for Instructing English Language Learners
Quelle	In: International Journal of Teaching and Learning in Higher Education, 25 (2013) 3, S.305-315 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Teacher Education; English Language Learners; Student Teachers; Student Needs; Scaffolding (Teaching Technique); Faculty Development; Teacher Educators; Seminars; English (Second Language); Second Language Instruction; Second Language Learning; Assignments; Course Descriptions; Teacher Surveys; Mixed Methods Research; Teacher Attitudes; Self Esteem; Observation; Interviews; Secondary Education; Higher Education; California + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teacher education; Education; Seminar; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Assignment; Auftrag; Zuweisung; Kursstrukturplan; Lehrerverhalten; Self-esteem; Selbstaufmerksamkeit; Beobachtung; Interviewing; Interviewtechnik; Sekundarbereich; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kalifornien
Abstract	A university-wide secondary credential program (middle and high school) has engaged in systemic reform through professional development for content faculty to better equip prospective secondary teacher candidates for supporting the academic and social needs of English language learners (ELLs), particularly in urban schools. Data from five years of implementation (2007 to 2012) suggest that faculty across disciplines and colleges enhanced their beliefs, knowledge, and confidence with regard to how ELLs acquire content and academic English language through specific effective methods and strategies. This study suggests that university faculty participation in structured and purposeful professional development can strengthen their preparation of prospective secondary content prospective teachers for working with all students, including ELLs, in diverse secondary classrooms. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10