Identifying Professional Dissonance: Teacher Learning in Job-Embedded Contexts and English-Learner (EL)-Focused Teacher Leadership

Autor/in	Von Esch, Kerry Soo
Titel	Identifying Professional Dissonance: Teacher Learning in Job-Embedded Contexts and English-Learner (EL)-Focused Teacher Leadership
Quelle	In: Language and Education, 35 (2021) 4, S.337-356 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2021.1877299
Schlagwörter	Professional Development; Inservice Teacher Education; Elementary School Teachers; Teacher Attitudes; Role Perception; Teacher Leadership; Instructional Leadership; English Language Learners; Learning Processes; Pedagogical Content Knowledge; Knowledge Level; Teacher Collaboration; Urban Schools + Suchen Sie Ihr Suchwort? Lehrerfortbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Role conception; Rollenverständnis; Lehrerfunktionsstelle; Instruction; Leadership; Bildung; Erziehung; Führung; Learning process; Lernprozess; Pädagogische Kompetenz; Wissensbasis; Lehrerkooperation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Many US schools and districts employ teacher leadership and professional development to improve English learner (EL) student education, yet less is known about teachers' perspectives and learning with EL-focused teacher leaders. Drawing on data from a yearlong qualitative study, this article examines the learning processes of two elementary classroom teachers as they engage in job-embedded professional development with two EL-focused teacher leaders. The findings show that the teachers' differing beliefs and perceptions of their EL students and their own role in teaching EL students heavily influenced how and to what extent the teachers engaged in work with the EL-focused teacher leaders. Teacher learning occurred when: (1) teachers recognized their existing pedagogical knowledge was insufficient to teach their EL students -- or 'professional dissonance'; (2) professional dissonance disrupted existing beliefs regarding EL students and instruction; and (3) this work was done collectively with colleagues alongside the pedagogical work. The findings imply grounding professional learning in teachers' classrooms helped teachers identify their professional dissonance through engaging with self-identified EL-focused problems of practice. This study shows the potential of job-embedded, teacher leader-led professional development for building a collective sense of urgency and responsibility for EL student education needed for instructional change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01