Bridging the Gap between University Supervisors and Hispanic Students' Interpretation of English Language Development Teaching Practices during Intern Teacher Fieldwork Supervision in Inner-City Middle Schools of Los Angeles

Autor/in	Ajayi, Lasisi
Titel	Bridging the Gap between University Supervisors and Hispanic Students' Interpretation of English Language Development Teaching Practices during Intern Teacher Fieldwork Supervision in Inner-City Middle Schools of Los Angeles
Quelle	In: Education, 126 (2006) 4, S.678-689 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1172
Schlagwörter	Second Language Learning; Middle Schools; Teaching Methods; Supervisors; Student Attitudes; Data Analysis; Language Acquisition; Teacher Interns; Urban Areas; Evaluation Criteria; English (Second Language); Student Teacher Supervisors; Educational Environment; Spanish Speaking; Teacher Expectations of Students; California + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Middle school; Mittelschule; Mittelstufenschule; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Auswertung; Sprachaneignung; Spracherwerb; Urban area; Stadtregion; English as second language; English; Second Language; Englisch als Zweitsprache; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kalifornien
Abstract	Efforts at improving fieldwork supervision during internship have largely focused on the role of university supervisors and intern teachers. Thus students' perceptions of the instructional practices are not systematically collected, analyzed and discussed in such a way that insights from students' perceptions can inform fieldwork supervision. This study therefore compares a university supervisor's and Hispanic middle school English learners' interpretations of the teaching activities in two English learning classrooms in Los Angeles. Based on the 17 broad competence domains prescribed for intern teachers, I developed a 37-item Likert-type of 5-point rating instrument to collect data. I observed two teaching sessions and rated two intern teachers. Also, their students used a similar instrument to rate them. Using ANOVA, I compared the scores of the university supervisor and the students. Data analysis indicated that the students and I differed on our interpretation of the classroom teaching and learning activities. Therefore, I recommend an approach that shifts focus away from the emphasis on teaching to learning. This approach calls for evaluative criteria that incorporate students' perspectives as part of the integrative measurement of the effectiveness of intern teachers' teaching practices. I also outlined some multi-faceted activities to help university supervisors gain better insights to learners' feelings and thoughts about instructional activities in ESL classrooms during intern teacher fieldwork supervisions. (Contains 2 tables and 1 diagram.) (Author).
Anmerkungen	Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/education.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10