Letter to Me: Making Sense of Student Teachers' Understanding of Newcomer Learners' Needs in Post-Primary Schools in Northern Ireland

Autor/in	Collen, Ian
Titel	Letter to Me: Making Sense of Student Teachers' Understanding of Newcomer Learners' Needs in Post-Primary Schools in Northern Ireland
Quelle	In: Educational Studies, 48 (2022) 1, S.114-125 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Collen, Ian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2020.1742663
Schlagwörter	Student Teachers; Immigrants; Student Needs; Secondary School Students; Foreign Countries; Teacher Educators; English (Second Language); Second Language Learning; Teaching Experience; Student Attitudes; Well Being; Preservice Teacher Education; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Immigrant; Immigrantin; Immigranten; Sekundarschüler; Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schülerverhalten; Well-being; Wellness; Wohlbefinden; Lehramtsstudiengang
Abstract	This paper considers how teacher educators can better understand how to prepare pre-service teachers for teaching pupils who have English as an additional language. Qualitative methods are used to allow student teachers in the middle of their pre-service course in Northern Ireland to present honestly about their experiences of teaching newcomer pupils. Data are analysed using thematic analysis. The results show that student teachers have an underlying pastoral concern for the emotional well-being of newcomer learners. The student teachers actively practise taught strategies in actual classroom situations, but they are critical of the lack of provision for learning newcomers in Initial Teacher Education. Despite various calls from charities and government to improve provision for newcomer pupils, it is obvious that a lot of work remains to be done. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01