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

Guided Online Coaching for Teachers of Emergent Bilinguals in a TESOL Practicum Course during COVID-19.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Guided Online Coaching for Teachers of Emergent Bilinguals in a TESOL Practicum Course during COVID-19./
作者:	Thieman, Dawn C.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	207 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-09, Section: A.
Contained By:	Dissertations Abstracts International83-09A.
標題:	Teacher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28865733
ISBN:	9798209778370

Guided Online Coaching for Teachers of Emergent Bilinguals in a TESOL Practicum Course during COVID-19.
Thieman, Dawn C.

Guided Online Coaching for Teachers of Emergent Bilinguals in a TESOL Practicum Course during COVID-19. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 207 p.

Source: Dissertations Abstracts International, Volume: 83-09, Section: A.

Thesis (Ph.D.)--University of Missouri - Saint Louis, 2021.

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

Guided online coaching for teachers of emergent bilinguals (EBLs) is a job-embedded professional development model established from the educational policies and practices described in the No Child Left Behind Act and Every Student Succeeds Act. Having effective teachers who ensure an equitable, creative, and linguistically and culturally relevant education for all EBLs is of paramount importance in the ever-changing demography of schools in the United States. The guided online coaching for teachers of EBLs offers a collaborative, facilitative, dialogic, and reflective coaching process for positively influencing teacher transformation, thus providing a creative language teaching pedagogy for EBLs. The purpose of this study was to understand and describe teachers' transformation into creative and effective language teachers of EBLs through reflection and self-directed learning as well as coaches' perception of the influence of the coaching process on those teachers' professional growth during COVID-19. Two research questions guided this qualitative study: (1) How did 4 inservice teachers transform their teaching for EBLs when following the modified cyclic guided online coaching in a TESOL practicum course due to COVID 19? (2) How did 3 coaches perceive the influence of the guided online coaching model in terms of its transformation of the participating teachers? The participants in the qualitative case study included three coaches and four inservice teachers from racially, linguistically, culturally, and geographically diverse school settings in the Midwest. Among the data sources used were coach, peer, and instructor feedback and teacher reflections on two VoiceThread presentations from the three modified guided online coaching cycles (preparation, strategies, and reflection), the coaches' semistructured interviews, and the teachers' final paper for triangulating the data. Four themes emerged from the findings: Funds of Knowledge, EBL strategies, translanguaging, and evidence-based reflection. The results suggested cyclic guided online coaching for teachers of EBLs was a critical process for professional learning and transforming teachers' creative and LCRC teaching.

ISBN: 9798209778370Subjects--Topical Terms:

3172312
Teacher education.
Subjects--Index Terms:

Dialogic approach

Guided Online Coaching for Teachers of Emergent Bilinguals in a TESOL Practicum Course during COVID-19.
LDR:03508nmm a2200385 4500 001 2350529
005 20221020130009.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798209778370
035 $a (MiAaPQ)AAI28865733
035 $a AAI28865733
040 $a MiAaPQ $c MiAaPQ
100 1 $a Thieman, Dawn C. $3 3690022
245 1 0 $a Guided Online Coaching for Teachers of Emergent Bilinguals in a TESOL Practicum Course during COVID-19.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 207 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-09, Section: A.
500 $a Advisor: Song, Kim H.
502 $a Thesis (Ph.D.)--University of Missouri - Saint Louis, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Guided online coaching for teachers of emergent bilinguals (EBLs) is a job-embedded professional development model established from the educational policies and practices described in the No Child Left Behind Act and Every Student Succeeds Act. Having effective teachers who ensure an equitable, creative, and linguistically and culturally relevant education for all EBLs is of paramount importance in the ever-changing demography of schools in the United States. The guided online coaching for teachers of EBLs offers a collaborative, facilitative, dialogic, and reflective coaching process for positively influencing teacher transformation, thus providing a creative language teaching pedagogy for EBLs. The purpose of this study was to understand and describe teachers' transformation into creative and effective language teachers of EBLs through reflection and self-directed learning as well as coaches' perception of the influence of the coaching process on those teachers' professional growth during COVID-19. Two research questions guided this qualitative study: (1) How did 4 inservice teachers transform their teaching for EBLs when following the modified cyclic guided online coaching in a TESOL practicum course due to COVID 19? (2) How did 3 coaches perceive the influence of the guided online coaching model in terms of its transformation of the participating teachers? The participants in the qualitative case study included three coaches and four inservice teachers from racially, linguistically, culturally, and geographically diverse school settings in the Midwest. Among the data sources used were coach, peer, and instructor feedback and teacher reflections on two VoiceThread presentations from the three modified guided online coaching cycles (preparation, strategies, and reflection), the coaches' semistructured interviews, and the teachers' final paper for triangulating the data. Four themes emerged from the findings: Funds of Knowledge, EBL strategies, translanguaging, and evidence-based reflection. The results suggested cyclic guided online coaching for teachers of EBLs was a critical process for professional learning and transforming teachers' creative and LCRC teaching.
590 $a School code: 0481.
650 4 $a Teacher education. $3 3172312
650 4 $a English as a second language. $3 516208
650 4 $a Bilingual education. $3 2122778
653 $a Dialogic approach
653 $a Emergent bilingual learner
653 $a Facilitative approach
653 $a Guided online coaching
653 $a Linguistically and culturally responsive content teaching
653 $a Professional development
690 $a 0530
690 $a 0441
690 $a 0282
710 2 $a University of Missouri - Saint Louis. $b College of Education. $3 1674340
773 0 $t Dissertations Abstracts International $g 83-09A.
790 $a 0481
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28865733