NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1048624
Record Type: Journal
Publication Date: 2014-Nov
Pages: 15
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: EISSN-1072-4303
Pre-Service Teachers' First Foray into the ESL Classroom: Reflective Practice in a Service Learning Project
Uzum, Baburhan; Petrón, Mary; Berg, Helen
TESL-EJ, v18 n3 Nov 2014
This study explores the professionalization of a group of 28 pre-service teachers, using a qualitative case study design and reflective practice as the analytical framework. The pre-service teachers were involved in a service learning project at a local middle school in the U.S. where they designed and taught a content area lesson to English language learners (ELLs). After the lesson, the pre-service teachers analyzed their experience through a reflective essay assignment. Findings indicated that the pre-service teachers recognized the need to adapt their lessons for ELLs in varying degrees primarily in the areas of language and content support. Reflective practice as a component of the process of providing sheltered instruction of English should serve as an instrumental part of preparing teachers to work in diverse educational contexts.
TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A