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Preparing Teachers to Support English Language Learners
Author(s) -
WARREN SUSAN R.,
REEDER GAIL M.,
NOFTLE JAMES T.,
KAISER GREGORY J.,
JURCHANRIZZO JOANN
Publication year - 2010
Publication title -
tesol journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.468
H-Index - 14
eISSN - 1949-3533
pISSN - 1056-7941
DOI - 10.5054/tj.2010.226826
Subject(s) - semantic differential , psychology , mathematics education , perception , english language , qualitative research , pedagogy , professional development , qualitative property , graduate students , medical education , sociology , computer science , neuroscience , machine learning , medicine , social science , developmental psychology
This investigation conducted at a private faith‐based university explored how graduate course work can impact teachers' knowledge, skills, and dispositions regarding English language development. Specifically, the investigators examined the nature and extent of change in attitude by teachers and teacher candidates who participated in a graduate‐level course on teaching English language learners. Mixed methods combining a semantic differential study of graduate student attitudes with a qualitative analysis of the students' perceptions of their experience in the course were utilized in this investigation. Results from the semantic differential ( p < .01) and qualitative data indicate a significant change in teachers in three global areas: professional knowledge and skills, professional dispositions, and role as professional. This information will assist teacher education programs, university professors, and school districts as they structure and implement programs to support teachers.