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

Community-based learning in teacher ...

Bortolin, Kathleen.

FindBook

Google Book

Amazon

博客來

Community-based learning in teacher education: Toward a situated understanding of ESL learners.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Community-based learning in teacher education: Toward a situated understanding of ESL learners./
作者:	Bortolin, Kathleen.
面頁冊數:	236 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.
Contained By:	Dissertation Abstracts International75-07A(E).
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NS28350
ISBN:	9780499283504

Community-based learning in teacher education: Toward a situated understanding of ESL learners.
Bortolin, Kathleen.

Community-based learning in teacher education: Toward a situated understanding of ESL learners. - 236 p.

Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.

Thesis (Ph.D.)--University of Victoria (Canada), 2013.

Twenty percent of Canadians do not speak English as their first language. This is the highest reported proportion of non-native English speakers to comprise Canada's national demographic in 75 years (Statistics Canada, 2011). Factoring into Canada's classrooms, this demographic contrasts sharply with a public school professoriate comprised mainly of white middle class females. The resulting gap that exists culturally and linguistically between many of Canada's teachers and many of Canada's most vulnerable students is cause for concern, especially in regards to the low level of achievement many ESL students experience in the classroom. Despite a discourse steeped in advocacy and empowerment, there is little agreement on how to most effectively prepare preservice teachers to work with diverse learners. There is however, a general consensus that preservice teachers need experience working with diverse populations in order to develop the knowledge and skills necessary to assist minority students to reach their full potential.

ISBN: 9780499283504Subjects--Topical Terms:

543175
Education, Higher.

Community-based learning in teacher education: Toward a situated understanding of ESL learners.
LDR:03528nam a2200313 4500 001 1966296
005 20141106122648.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9780499283504
035 $a (MiAaPQ)AAINS28350
035 $a AAINS28350
040 $a MiAaPQ $c MiAaPQ
100 1 $a Bortolin, Kathleen. $3 2103111
245 1 0 $a Community-based learning in teacher education: Toward a situated understanding of ESL learners.
300 $a 236 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.
500 $a Adviser: Kathy Sanford.
502 $a Thesis (Ph.D.)--University of Victoria (Canada), 2013.
520 $a Twenty percent of Canadians do not speak English as their first language. This is the highest reported proportion of non-native English speakers to comprise Canada's national demographic in 75 years (Statistics Canada, 2011). Factoring into Canada's classrooms, this demographic contrasts sharply with a public school professoriate comprised mainly of white middle class females. The resulting gap that exists culturally and linguistically between many of Canada's teachers and many of Canada's most vulnerable students is cause for concern, especially in regards to the low level of achievement many ESL students experience in the classroom. Despite a discourse steeped in advocacy and empowerment, there is little agreement on how to most effectively prepare preservice teachers to work with diverse learners. There is however, a general consensus that preservice teachers need experience working with diverse populations in order to develop the knowledge and skills necessary to assist minority students to reach their full potential.
520 $a My research attempted to address these gaps by investigating how incorporating community-based learning into a teacher education course informed preservice teachers' understandings of ESL learners, their lives, and ultimately, the pedagogical approaches necessary to most effectively support them. Subjugating the needs and perspectives of community members in community-university partnerships is a criticism recycled throughout the discourse on community-based engagement. For this reason, this research sought to pay particular attention to the principles of reciprocity in community engagement, as well as how community partners experienced the partnership.
520 $a Data was collected from students, community partners, and the instructor and analyzed using a qualitative, open-coding approach to inform a holistic understanding of how all participants experienced the project, how community members could be incorporated as coeducators in a teacher education course, and how assumptions of student participants were challenged. The findings suggest a number of advantages to participants in participating in a community-based learning experience, ways to improve the design and implementation of community-based courses, and recommendations for future research. These directions include assessing and challenging existing attitudes and assumptions about ESL learners by practicing teachers by looking at projects that bring community partners and school-based practitioners together to encourage reflection on these attitudes and assumptions.
590 $a School code: 0244.
650 4 $a Education, Higher. $3 543175
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, English as a Second Language. $3 1030294
690 $a 0745
690 $a 0530
690 $a 0441
710 2 $a University of Victoria (Canada). $b bsheaff@uvic.ca. $3 2049972
773 0 $t Dissertation Abstracts International $g 75-07A(E).
790 $a 0244
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NS28350