Abstract
The purpose of this phenomenological study was to understand and describe the learning experiences that teacher candidates from varied education major or minor programs have while attending a class about strategies to work with English learners (ELs), during their junior or senior year in a Teacher Education program. This poster will present an analysis of pre-service teachers’ interviews, reflections and lesson plans (data) in which participants describe and analyze their experiences.
This poster will afford the audience an insight into the participants’ analysis of their learning process, process of awareness and professional development, as they analyze their experience with specialized content to work with multicultural classes (ESOL content).
The following pedagogical implications will be discussed: Teacher candidates would benefit from: (1)- a space in which they can exchange ideas with colleagues and instructors, (2)- reflecting upon their learning experiences to elaborate actions for future implementation, (3)- the development of a community of practice among Teacher Candidates (TCs) in order to create and support collaboration, (4)- reflective practices that would help TCs improve their experiences.
Location
Rooms 113 & 115
Recommended Citation
Olan, Elsie L. and Bello, Paula, "Preparing Pre-Service Teachers to Teach English Learners (ELs): A Phenomenon in Teacher Education Programs" (2015). SoTL Commons Conference. 11.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2015/11
Preparing Pre-Service Teachers to Teach English Learners (ELs): A Phenomenon in Teacher Education Programs
Rooms 113 & 115
The purpose of this phenomenological study was to understand and describe the learning experiences that teacher candidates from varied education major or minor programs have while attending a class about strategies to work with English learners (ELs), during their junior or senior year in a Teacher Education program. This poster will present an analysis of pre-service teachers’ interviews, reflections and lesson plans (data) in which participants describe and analyze their experiences.
This poster will afford the audience an insight into the participants’ analysis of their learning process, process of awareness and professional development, as they analyze their experience with specialized content to work with multicultural classes (ESOL content).
The following pedagogical implications will be discussed: Teacher candidates would benefit from: (1)- a space in which they can exchange ideas with colleagues and instructors, (2)- reflecting upon their learning experiences to elaborate actions for future implementation, (3)- the development of a community of practice among Teacher Candidates (TCs) in order to create and support collaboration, (4)- reflective practices that would help TCs improve their experiences.
