The Perceptions of First-Year General Education Teachers' Preparedness to Teach English Language Learners in Alaska

Autor/in	Howard, Christina L.
Titel	The Perceptions of First-Year General Education Teachers' Preparedness to Teach English Language Learners in Alaska
Quelle	(2023), (253 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Grand Canyon University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3684-1351-8
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; English Language Learners; Beginning Teachers; Teacher Education; Cultural Awareness; Course Content; Learning Processes; Social Influences; Achievement Gap; Academic Achievement; Learning Theories; Schemata (Cognition); Cultural Influences; Teacher Student Relationship; Pedagogical Content Knowledge; Self Efficacy; Alaska + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Junior teacher; Junglehrer; Lehrerausbildung; Lehrerbildung; Cultural identity; Kulturelle Identität; Kursprogramm; Learning process; Lernprozess; Sozialer Einfluss; Schulleistung; Learning theory; Lerntheorie; Cognition; Schema; Kognition; Cultural influence; Kultureinfluss; Teacher student relationships; Lehrer-Schüler-Beziehung; Pädagogische Kompetenz; Self-efficacy; Selbstwirksamkeit
Abstract	This qualitative descriptive design research study aimed to understand how first-year teachers perceive their preparedness for addressing the cognitive, emotional, and social/cultural dimensions of learning for content comprehension of English Language Learners in a large school district in the isolated state of Alaska. This qualitative study researched the phenomena of first-year general education teachers' preparedness for addressing student learning needed for ELLs, as statistics show the academic achievement gap between ELLs and their English-speaking peers (ECS, 2020). The theoretical framework was based on two approaches to learning, the contemporary learning theory of Knud Illeris (2009) and the conceptual framework established by Okhremtchouk and Sellu (2019), establishing cognition, emotional, and social/cultural dimensions of learning to be key in learning. This framework established the primary research question of how do first-year general education teachers describe their preparation to teach English language learner students in Alaska. Three subsequent research questions focused on the three dimensions of learning. The target population of teachers focused on a sample of first-year general education teachers who were selected through purposive sampling. The data collected from individual interviews and focus groups were analyzed using thematic analysis. The findings indicated that the participants had very different learning experiences, resulting in very different levels of confidence in supporting ELLs in their classrooms, showing inconsistency in their preparation. [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	2024/1/01