STEM Teachers' Beliefs and ESOL Professional Development

Autor/in	Kim, Catherine E.
Titel	STEM Teachers' Beliefs and ESOL Professional Development
Quelle	In: ORTESOL Journal, 37 (2020), S.63-70 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-401X
Schlagwörter	Inservice Teacher Education; STEM Education; Teacher Attitudes; Faculty Development; English Language Learners; Portfolios (Background Materials); Second Language Learning; Second Language Instruction; English (Second Language); Self Evaluation (Individuals); Teaching Methods; Academic Language; Cultural Awareness; Family Needs; Advocacy; Instructional Leadership; Culturally Relevant Education; Individualized Instruction + Suchen Sie Ihr Suchwort? Lehrerfortbildung; STEM; Lehrerverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Cultural identity; Kulturelle Identität; Sozialanwaltschaft; Instruction; Leadership; Bildung; Erziehung; Führung; Individualisierender Unterricht
Abstract	In this research note, Catherine Kim presents the findings of the changes in in-service STEM teachers' beliefs about English Learners (ELs) and English to Speakers of Other Languages (ESOL) education gleaned from the teachers' written reflections in the portfolios submitted at the end of their yearlong participation in an ESOL professional development program. The objectives were to discover how STEM teachers made a self-assessment of what they learned from their ESOL professional development experience and to further evaluate whether it contributed to changing their views on ELs and ESOL education. (ERIC).
Anmerkungen	Oregon Teachers of English to Speakers of Other Languages. PO Box 15148, Portland, OR 97293. e-mail: journal@ortesol.org; Web site: https://ortesol.wildapricot.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01