ERIC Number: ED419400
Record Type: RIE
Publication Date: 1998-Apr
Promoting ESL Preservice Teachers' Reflection on Learning How To Teach Linguistically and Culturally Diverse Students.
Dong, Yu Ren
An experiment with reflective teaching methods was conducted with six undergraduate and seven graduate student teachers majoring in applied linguistics and English-as-a-Second-Language (ESL) teaching and minoring in education. The student teachers were placed in urban elementary, middle, and high schools in a variety of ESL program types and with a variety of student proficiency levels. Each wrote in a journal and compiled a teaching portfolio during the 15-week student teaching experience, both to promote reflection on teaching practice and to allow assessment of their progress. The portfolio was to include reflections on both successful and unsuccessful teaching, to be complemented by seminar discussions and readings encouraging reflection. Journal entries (free-written and on assigned topics), students' reading discussions and questions, notes from observations and student teacher conferences, portfolios, and final portfolio reflections were analyzed for emerging themes and connections among them. Salient themes included: encountering a wide range of differences among students; teaching the lesson vs. teaching the students; gaining insights into students' learning; and reconstructing teaching knowledge. Results are discussed, using excerpts from student writings, and recommendations are made for teacher education. Contains 10 references. (MSE)
Descriptors: Classroom Techniques, Cultural Pluralism, Diversity (Student), Elementary Secondary Education, Higher Education, Language Minorities, Limited English Speaking, Middle Schools, Portfolio Assessment, Preservice Teacher Education, Preservice Teachers, Reflective Teaching, Student Evaluation, Student Teachers, Teacher Education, Teaching Skills
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 1998).