Teacher Educators' Perspectives on Preparing Student Teachers to Work with Pupils Who Speak Languages beyond English

Autor/inn/en	Flockton, Gabrielle; Cunningham, Clare
Titel	Teacher Educators' Perspectives on Preparing Student Teachers to Work with Pupils Who Speak Languages beyond English
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 47 (2021) 2, S.220-233 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cunningham, Clare)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2020.1855942
Schlagwörter	Teacher Educators; Teacher Attitudes; Student Teachers; Bilingual Students; Foreign Countries; Student Attitudes; Preservice Teacher Education; Multilingualism; Career Readiness; Self Esteem; Second Language Learning; English (Second Language); United Kingdom (England) + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Ausland; Schülerverhalten; Lehramtsstudiengang; Mehrsprachigkeit; Multilingualismus; Self-esteem; Selbstaufmerksamkeit; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	Despite a well-documented and significant increase in the population of children in UK schools who speak language(s) beyond English at home, the national Newly Qualified Teacher survey regularly reports that new teachers do not feel confident or prepared to work effectively with 'EAL children'. Whilst understanding the experiences and exploring the attitudes of newly-qualified, in-service and experienced teachers have been the subject of research around the world, the perspectives of teacher educators have not been adequately researched. This article reports on a mixed-methods study investigating teacher educators' views on their role in preparing future teachers to work effectively with multilingual children. A survey was conducted with 62 teacher educators who have responsibility for inclusion or EAL teacher training, which was followed up with a series of semi-structured interviews. Key findings suggest that there may be a mismatch between the perceptions of teacher educators and newly qualified teachers, as the vast majority of the participants reported that they were either confident or very confident about teaching student teachers how to teach EAL children. Additional themes explored were related to concerns over a performativity culture in education, and to balancing linguistic diversity training alongside other pressing priorities in initial teacher education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01