東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Professional Development and Change in Teachers' Beliefs and Practice for Teaching English Language Learners.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Professional Development and Change in Teachers' Beliefs and Practice for Teaching English Language Learners./
作者:	Wu, Kerong.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	128 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-01, Section: A.
Contained By:	Dissertations Abstracts International83-01A.
標題:	Pedagogy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28642958
ISBN:	9798515235390

Professional Development and Change in Teachers' Beliefs and Practice for Teaching English Language Learners.
Wu, Kerong.

Professional Development and Change in Teachers' Beliefs and Practice for Teaching English Language Learners. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 128 p.

Source: Dissertations Abstracts International, Volume: 83-01, Section: A.

Thesis (Ph.D.)--Brigham Young University, 2021.

This item must not be sold to any third party vendors.

To provide quality education to all students, including ELLs, teachers need professional development designed and enacted according to best practice. However, a common problem for professional development is that teachers' practices often do not change. Implemented through the partnership collaboration with university, education, and public school faculty, the professional development designed in this study focused on educating teachers about needed content and engaging them in ways that would increase the likelihood they would enact such practices in their classrooms (Desimone, 2009; Opfer & Pedder, 2011; Penuel et al., 2007). The professional development program comprised six courses that adhered to the Utah State Office of Education's standards for the education of the teachers of ELLs. The study examined the teachers' beliefs and their classroom practices. A total of 197 teachers were surveyed on their beliefs toward teaching ELLs, and a subset of 23 teachers' classroom practices were videotaped. Factor analyses were conducted on the pre- and post-survey. The videos were coded using a protocol based on the SIOP model (Echevarria et al., 2013), and latent variables were created to measure the change of the survey score and practice score. The analysis revealed that teachers' beliefs or knowledge in particular changed from when they began the course of second language acquisition to the time they completed it. In addition, teachers' practice changed from the time they started the professional development program to the time they completed it. However, even though teachers' beliefs and practices changed, there was no correlation found between the belief change and the practice change. This study adds to the literature that educating teachers about second language learning and research-based practices (Baker et al., 2014) using professional development that attends to teachers' practices as well as their beliefs (Desimone, 2009; Opfer & Pedder, 2011; Penuel et al., 2007) resulted in positive changes in teacher's beliefs and practices for teaching ELLs. Future research should add a variable of teacher's beliefs about the context of their teaching practice into the study for this can be a confounding variable that affects the correlation between the change of beliefs and the change of practices.

ISBN: 9798515235390Subjects--Topical Terms:

2122828
Pedagogy.
Subjects--Index Terms:

Professional development

Professional Development and Change in Teachers' Beliefs and Practice for Teaching English Language Learners.
LDR:03627nmm a2200409 4500 001 2349578
005 20230509091118.5
006 m o d
007 cr#unu||||||||
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798515235390
035 $a (MiAaPQ)AAI28642958
035 $a (MiAaPQ)BrighamYoung10011
035 $a AAI28642958
040 $a MiAaPQ $c MiAaPQ
100 1 $a Wu, Kerong. $3 3688988
245 1 0 $a Professional Development and Change in Teachers' Beliefs and Practice for Teaching English Language Learners.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 128 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-01, Section: A.
500 $a Advisor: Pinnegar, Stefinee.
502 $a Thesis (Ph.D.)--Brigham Young University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a To provide quality education to all students, including ELLs, teachers need professional development designed and enacted according to best practice. However, a common problem for professional development is that teachers' practices often do not change. Implemented through the partnership collaboration with university, education, and public school faculty, the professional development designed in this study focused on educating teachers about needed content and engaging them in ways that would increase the likelihood they would enact such practices in their classrooms (Desimone, 2009; Opfer & Pedder, 2011; Penuel et al., 2007). The professional development program comprised six courses that adhered to the Utah State Office of Education's standards for the education of the teachers of ELLs. The study examined the teachers' beliefs and their classroom practices. A total of 197 teachers were surveyed on their beliefs toward teaching ELLs, and a subset of 23 teachers' classroom practices were videotaped. Factor analyses were conducted on the pre- and post-survey. The videos were coded using a protocol based on the SIOP model (Echevarria et al., 2013), and latent variables were created to measure the change of the survey score and practice score. The analysis revealed that teachers' beliefs or knowledge in particular changed from when they began the course of second language acquisition to the time they completed it. In addition, teachers' practice changed from the time they started the professional development program to the time they completed it. However, even though teachers' beliefs and practices changed, there was no correlation found between the belief change and the practice change. This study adds to the literature that educating teachers about second language learning and research-based practices (Baker et al., 2014) using professional development that attends to teachers' practices as well as their beliefs (Desimone, 2009; Opfer & Pedder, 2011; Penuel et al., 2007) resulted in positive changes in teacher's beliefs and practices for teaching ELLs. Future research should add a variable of teacher's beliefs about the context of their teaching practice into the study for this can be a confounding variable that affects the correlation between the change of beliefs and the change of practices.
590 $a School code: 0022.
650 4 $a Pedagogy. $3 2122828
650 4 $a Bilingual education. $3 2122778
650 4 $a Educational psychology. $3 517650
650 4 $a Teacher education. $3 3172312
650 4 $a English as a second language. $3 516208
653 $a Professional development
653 $a Teacher beliefs
653 $a English language learners
690 $a 0282
690 $a 0441
690 $a 0456
690 $a 0530
690 $a 0525
710 2 $a Brigham Young University. $3 1017451
773 0 $t Dissertations Abstracts International $g 83-01A.
790 $a 0022
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28642958