ERIC Number: ED365166
Record Type: RIE
Publication Date: 1993-Feb
Reference Count: N/A
Beliefs, Self-Reported Practices and Professional Development Needs of Three Classroom Teachers with Language-Minority Students.
This study explored beliefs, self-reported practices, and professional development needs of three mainstream classroom teachers with language-minority students. Case histories of the teachers were composed from transcripts of interviews, classroom observation, and entries from teacher and observer journals. Analysis reveals that: (1) teacher beliefs about language-minority students may be based on hearsay and misinformation; (2) the teachers do not vary their planning but frequently vary lesson implementation; (3) choice of instructional practices may be based on naive notions of language proficiency and the demands of the mainstream classroom; and (4) teachers draw on intuitive wisdom because of lack of preservice teacher preparation and nonexistent or inadequate inservice education on issues related to language-minority students. Implications are drawn primarily for preservice and inservice teacher education: teacher educators must embrace a conception of schooling that considers the social, political, and cultural realities of a diverse student population when creating innovative curricula; inservice staff development regarding language-minority student issues should be context-specific, driven by the needs and commitments of teachers and the resources of school and community; teachers have a responsibility for engaging in dialogue with teachers, parents, and administrators about these issues; and more research is needed. (Author/MSE)
Descriptors: Beliefs, Case Studies, Classroom Techniques, Educational Needs, Elementary School Students, Elementary Secondary Education, English (Second Language), Grade 10, Grade 4, Grade 5, Language Attitudes, Language Proficiency, Limited English Speaking, Mainstreaming, Secondary School Students, Teacher Attitudes, Teacher Characteristics, Teacher Education, Teacher Expectations of Students, Teacher Student Relationship
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Authoring Institution: N/A
Identifiers: Language Minorities
Note: Ed.D. Dissertation, Teacher's College, Columbia University.