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ERIC Number: EJ913527
Record Type: Journal
Publication Date: 2010
Pages: 10
Abstractor: As Provided
Reference Count: 28
ISSN: ISSN-1812-9129
How Prepared are the U. S. Preservice Teachers to Teach English Language Learners?
Durgunoglu, Aydin Yucesan; Hughes, Trudie
International Journal of Teaching and Learning in Higher Education, v22 n1 p32-41 2010
This study focuses on self-efficacy, attitudes, perceived preparedness, and the knowledge of preservice teachers in the USA regarding isolated English Language Learners (ELLs) in high school classrooms. In the first study, 62 preservice teachers who were doing their student teaching completed a survey on: (a) their perceived preparation and self-efficacy regarding ELL students, (b) their attitudes towards ELL students in mainstream classrooms and their parents. They also completed an ELL knowledge test. In Study 2, several high school classrooms that included a few ELLs were observed to determine what these students experienced in a mainstream classroom and how the preservice teachers interacted with them. Four Caucasian female pre-service teachers from Study 1 were observed. Results from Study 1 showed that the sense of preparedness was verified by the performance on the knowledge test and was related to self-efficacy. The classroom observations indicated that these preservice teachers were not well prepared to teach ELL students and their mentoring teachers were not providing any guidance. (Contains 3 tables.)
International Society for Exploring Teaching and Learning. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States