Change in Preservice Teacher Beliefs about Inclusion, Responsibility, and Culturally Responsive Pedagogy for English Learners

Autor/inn/en	Polat, Nihat; Mahalingappa, Laura; Hughes, Elizabeth; Karayigit, Cebrail
Titel	Change in Preservice Teacher Beliefs about Inclusion, Responsibility, and Culturally Responsive Pedagogy for English Learners
Quelle	In: International Multilingual Research Journal, 13 (2019) 4, S.222-238 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mahalingappa, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2019.1597607
Schlagwörter	Culturally Relevant Education; English Language Learners; Preservice Teachers; Teaching Methods; Transformative Learning; Comparative Analysis; Intervention; Attitude Change; Letters (Correspondence); Computer Mediated Communication; Elementary Secondary Education; Exchange Programs; Academic Achievement; English (Second Language); Second Language Learning; Attitude Measures; Pretests Posttests; Scores; Inclusion; Educational Benefits; Mainstreaming; Student Attitudes; Preservice Teacher Education; Elementary School Students; Middle School Students; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Transformation; Attitudinal change; Einstellungsänderung; Brief; Computerkonferenz; Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; Schulleistung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Inklusion; Bildungsertrag; Schülerverhalten; Lehramtsstudiengang; Lehrerausbildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This study examines the effectiveness of a specially designed intervention in changing preservice teacher beliefs about the education of linguistically diverse students. The experiment involved a semester-long online letter exchange with English learner (EL) pen pal partners from two public schools. The research questions included: What effect did participation in an E-Pal exchange program have on content-area preservice K-12 teachers' beliefs about (a) benefits of the inclusion of ELs in mainstream classrooms; who should be responsible for ELs' (b) academic achievement and (c) language development; and (d) benefits of culturally responsive pedagogy for ELs' education? Participants included 74 preservice teachers in experimental (n = 35) and control (n = 39) groups. Survey data were submitted to several repeated-measure factorial ANOVA tests. Results suggested that the experiment had a transformative effect on all four measures pertaining to teachers' beliefs about ELs' education. In addition, item-based post hoc analyses revealed some specific items that contributed to differences between participants' pre-and posttest gain scores more saliently. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01