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ERIC Number: EJ1001445
Record Type: Journal
Publication Date: 2012
Pages: 21
Abstractor: ERIC
Reference Count: 44
ISBN: N/A
ISSN: ISSN-0737-5328
Teacher Candidates Learning from English Learners: Constructing Concepts of Language and Culture in Tuesday's Tutors After-School Program
Fitts, Shanan; Gross, Lisa A.
Teacher Education Quarterly, v39 n4 p75-95 Fall 2012
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.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A