Examining the ELL Professional Development Experiences of General Educators with English Language Learners: A Narrative Research Study Using Schon's Theory of the Reflective Practitioner

Autor/in	Celozzi, Christopher L.
Titel	Examining the ELL Professional Development Experiences of General Educators with English Language Learners: A Narrative Research Study Using Schon's Theory of the Reflective Practitioner
Quelle	(2017), (202 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3697-1434-0
Schlagwörter	Hochschulschrift; Dissertation; English Language Learners; School Districts; Public Schools; Videoconferencing; Interviews; Student Needs; Teacher Attitudes; Faculty Development; Semi Structured Interviews; Problem Solving; Feedback (Response); Cooperative Learning; Teacher Education; Partnerships in Education; Standards; Accountability; Reflective Teaching; General Education; Elementary School Teachers; Secondary School Teachers; Massachusetts + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School district; Schulbezirk; Public school; Öffentliche Schule; Interviewing; Interviewtechnik; Lehrerverhalten; Problemlösen; Kooperatives Lernen; Lehrerausbildung; Lehrerbildung; Hochschulpartnerschaft; Standard; Verantwortung; Allgemein bildendes Schulwesen; Allgemeinbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Master-Studiengang
Abstract	This narrative research study explored how general education teachers describe their ELL professional development experiences. Specifically, this project revealed general educators' reflective practices in terms of how they translated completed professional development training into the learning environment of their own classrooms. The theoretical framework that guided this study was Schon's (1987) theory of the reflective practitioner. In particular, the concepts of reflection-in-action and reflection-on-action were used to frame the study. Eleven educators from one PK-12 public school district in Massachusetts participated in the study. The researcher collected data through semi-structured interviews with participants via video conferencing software. Inductive and deductive analyses were used to develop thirteen themes within three categories. From the findings, five conclusions were drawn. First, teachers were better equipped to identify and respond to student needs as a result of their professional development training. Second, teachers acknowledged that professional growth and development occurred as a result of their professional development training. Third, teachers employed reflective processes to facilitate planning, problem-solving, and assessment and aid in future implementation. Fourth, teachers recognized the impact that the professional development training had on the learning environment of their classrooms. Fifth, the professional development training offered a platform for reflection, collegial support, feedback, and collaborative learning. Findings from this research present a number of implications for practice at the local, state, and national levels of education. These implications include collaborative educator training, development of preservice partnerships, and updated standards of accountability and assessment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01