In-Service Teachers' Perceptions of Their Preparation to Work with Learners of English

Autor/inn/en	Grant, Leslie T.; Yoo, Monica S.; Fetman, Lisa; Garza, Veronica
Titel	In-Service Teachers' Perceptions of Their Preparation to Work with Learners of English
Quelle	In: Educational Research: Theory and Practice, 32 (2021) 1, S.62-71 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2637-8965
Schlagwörter	Teacher Attitudes; English Language Learners; Culturally Relevant Education; Teaching Methods; Coaching (Performance); Second Language Learning; English (Second Language); Teacher Student Relationship; Comparative Analysis; Faculty Development; Graduate Study; Program Descriptions; Knowledge Base for Teaching; Teacher Surveys + Suchen Sie Ihr Suchwort? Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Teacher student relationships; Lehrer-Schüler-Beziehung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	Increasing numbers of learners of English in mainstream classrooms have precipitated the need to better prepare teachers to instruct in culturally and linguistically responsive ways. This study shares survey results that demonstrate how a graduate program consisting of intentionally designed coursework and coaching led participating educators to report (1) feeling better prepared to work with English Learners in their classrooms; (2) increased knowledge of English Learners, including better understanding of language acquisition; and (3) increased knowledge of best practices for working with English Learners in classrooms. (As Provided).
Anmerkungen	Northern Rocky Mountain Educational Research Association. Web site: http://www.nrmera.org/educational-research-theory-practice/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01