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The perceptions of pre-service teach...

Baur, Kathryn Jones.

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The perceptions of pre-service teachers' intercultural responsiveness.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The perceptions of pre-service teachers' intercultural responsiveness./
Author:	Baur, Kathryn Jones.
Description:	211 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.
Contained By:	Dissertation Abstracts International75-04A(E).
Subject:	Education, English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3606202
ISBN:	9781303633027

The perceptions of pre-service teachers' intercultural responsiveness.
Baur, Kathryn Jones.

The perceptions of pre-service teachers' intercultural responsiveness. - 211 p.

Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.

Thesis (Ed.D.)--Lamar University - Beaumont, 2013.

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

The qualitative phenomenological research study used narrative inquiry to investigate the perceptions of five pre-service teachers' intercultural responsiveness, in reference, to their teacher education program. Participant interviews were analyzed using the Creswell (2012) six step method for analyzing phenomenological studies. Findings from this study affirm that pre-service teachers feel inadequately prepared to teach English language learners. Other findings include field experiences, specific ELL instruction, and experiences shared by professors are vital to a teacher education program. Further, positive dispositions and being aware while responding to incorporate cultural differences is the key to achieving intercultural responsiveness. The research presented in this study provides teacher education programs with strategic ESL components to equip pre-service teachers as they enter the teacher workforce. It is believed that these pre-service teachers will continue to strive for the best and become more aware about ELLs. These pre-service teachers are the ones who will be teaching the most cherished students, English language learners.

ISBN: 9781303633027Subjects--Topical Terms:

1030294
Education, English as a Second Language.

The perceptions of pre-service teachers' intercultural responsiveness.
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245 1 4 $a The perceptions of pre-service teachers' intercultural responsiveness.
300 $a 211 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.
500 $a Adviser: Jason R. Mixon.
502 $a Thesis (Ed.D.)--Lamar University - Beaumont, 2013.
506 $a This item must not be sold to any third party vendors.
520 $a The qualitative phenomenological research study used narrative inquiry to investigate the perceptions of five pre-service teachers' intercultural responsiveness, in reference, to their teacher education program. Participant interviews were analyzed using the Creswell (2012) six step method for analyzing phenomenological studies. Findings from this study affirm that pre-service teachers feel inadequately prepared to teach English language learners. Other findings include field experiences, specific ELL instruction, and experiences shared by professors are vital to a teacher education program. Further, positive dispositions and being aware while responding to incorporate cultural differences is the key to achieving intercultural responsiveness. The research presented in this study provides teacher education programs with strategic ESL components to equip pre-service teachers as they enter the teacher workforce. It is believed that these pre-service teachers will continue to strive for the best and become more aware about ELLs. These pre-service teachers are the ones who will be teaching the most cherished students, English language learners.
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