دورية أكاديمية
Teacher Candidates Learning from English Learners: Constructing Concepts of Language and Culture in Tuesday's Tutors After-School Program
| العنوان: | Teacher Candidates Learning from English Learners: Constructing Concepts of Language and Culture in Tuesday's Tutors After-School Program |
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| اللغة: | English |
| المؤلفون: | Fitts, Shanan, Gross, Lisa A. |
| المصدر: | Teacher Education Quarterly. Fall 2012 39(4):75-95. |
| الإتاحة: | Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
| Peer Reviewed: | Y |
| وصف مادي: | |
| Page Count: | 21 |
| تاريخ النشر: | 2012 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Higher Education Postsecondary Education |
| Descriptors: | After School Programs, Tutorial Programs, Preservice Teachers, Field Experience Programs, Preservice Teacher Education, Cultural Awareness, Elementary School Students, Bilingual Students, English Language Learners, English (Second Language), Second Language Learning, Student Attitudes, Beliefs, Knowledge Level, Cultural Differences, Case Studies |
| تدمد: | 0737-5328 |
| مستخلص: | In teacher preparation programs across the United States, early field experiences are considered to be an effective method of providing teacher candidates with opportunities to observe and interact with children (National Council for Accreditation for Teacher Education (NCATE, 2010). These practicum arrangements assist candidates in developing pedagogical skills, a sense of self as teacher, and positive dispositions towards different groups of children (NCATE, 2008). With the changing demographics of the U.S. population, many state certification agencies require candidates to work with children from culturally diverse populations. Such formative opportunities are designed to broaden candidates' socio-cultural understanding and shape their ability to address the needs of diverse learners. Lucas and Grinberg (2008) note that research conducted on teacher preparation for diversity often treats ethnic, cultural, and linguistic diversity "as one largely undifferentiated set of factors" (p. 606). These authors propose an examination of the specific types of knowledge, attitudes, and skills necessary for teaching children who are bilingual and English learners (ELs). This study examines the growth of preservice teacher candidates' beliefs, attitudes, and knowledge about school-age ELs in the context of an early field experience. (Contains 1 table, 1 figure and 1 note.) |
| Abstractor: | ERIC |
| Number of References: | 44 |
| Entry Date: | 2013 |
| URL الوصول: | http://www.teqjournal.org/ |
| رقم الأكسشن: | EJ1001445 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0737-5328 |
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