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Fostering Professional Learning with Mainstream Teachers for Inclusive English Learner Instruction : = An Autobiographical Self-Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Fostering Professional Learning with Mainstream Teachers for Inclusive English Learner Instruction :/
其他題名:	An Autobiographical Self-Study.
作者:	Baldwin Kim, Jillian.
面頁冊數:	1 online resource (173 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
Contained By:	Dissertations Abstracts International83-12A.
標題:	Teacher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29210340click for full text (PQDT)
ISBN:	9798819374276

Fostering Professional Learning with Mainstream Teachers for Inclusive English Learner Instruction : = An Autobiographical Self-Study.
Baldwin Kim, Jillian.

Fostering Professional Learning with Mainstream Teachers for Inclusive English Learner Instruction :An Autobiographical Self-Study. - 1 online resource (173 pages)

Source: Dissertations Abstracts International, Volume: 83-12, Section: A.

Thesis (Ph.D.)--Saint Louis University, 2022.

Includes bibliographical references

Due to increases in emergent bilingual student enrollment in public schools as well as the increase in accountability for their academic success due to federal and local policies, the role of the EL Specialist has expanded to include serving as an in-house professional development provider. This study critically examines the author's experience as a first year high school EL Specialist tasked with building capacity for their mainstream colleagues. Focusing on asset-based views of English learners and critical reflective practice, this study combines Self-Study of Teacher Education Practices (SSTEP), constructivist grounded theory, and narrative inquiry methodologies to elicit an understanding of the responses the author took to the dilemmas she faced in developing her colleagues. Findings indicate that informal moments can be leveraged to build capacity, especially if the EL Specialist is speaking as an agent of change to disrupt biases. This study contributes to the fields of English Language Teaching and Professional Development and Learning of Teachers by providing an example of an EL Specialist serving in a coach-like position tasked with facilitating teacher development and learning. Additionally, this work has implications for policymakers, pre-service teacher educators, administrators, professional development providers, and EL Specialists. Future self-studies in the fields of teaching English to speakers of other languages (TESOL) would provide further insight into the complexities and nuances inherent in the role of the EL Specialist serving to contribute to an inclusive and equitable learning environment for all multilingual learners.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798819374276Subjects--Topical Terms:

3172312
Teacher education.
Subjects--Index Terms:

Narrative inquiryIndex Terms--Genre/Form:

542853
Electronic books.

Fostering Professional Learning with Mainstream Teachers for Inclusive English Learner Instruction : = An Autobiographical Self-Study.
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