Literaturnachweis - Detailanzeige
| Autor/inn/en | Meier, Valerie; Lee, Jin-Sook; Aminger, Walter; Carpenter, Stacey L.; Hough, Sara; Iveland, Ashley; Moon, Sungmin; Bianchini, Julie A. |
|---|---|
| Titel | Developing a Practice-Grounded Understanding of Academic Language: An Investigation of Preservice Science Teachers |
| Quelle | (2017), (34 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Language; Preservice Teachers; English Language Learners; Teacher Student Relationship; Program Effectiveness; Secondary School Science; Definitions; Scores; Performance Based Assessment; Teacher Education Programs; Student Teacher Attitudes; Scaffolding (Teaching Technique); Instructional Effectiveness; Classroom Techniques; California; edTPA (Teacher Performance Assessment) |
| Abstract | To better prepare preservice science teachers to work with English language learners (ELLs), teacher education programs must devote more time and attention to best instructional practices for ELLs, broadening their focus beyond general approaches to include disciplinary-specific ones as well. In the context of such a teacher education program, we investigated seven secondary science teacher candidates' understanding of academic language (AL) and the ways they utilized their understanding of AL in their classroom practices. From qualitative analysis of data collected, we identified both strengths and limitations in these candidates' understanding of and practices in teaching AL to ELLs. We also determined how aspects of their teacher education program supported and constrained their learning of AL. We close with discussion of how teacher candidates can build their understanding of the role of AL in practice and with implications for teacher education courses and field experiences. (As Provided). |
| Anmerkungen | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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