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Once a Coach, Always a Coach Creating Professional Development for a Co-Teaching Model Designed to Support Second Language Learners.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Once a Coach, Always a Coach Creating Professional Development for a Co-Teaching Model Designed to Support Second Language Learners./
作者:	Thies, Elizabeth.
面頁冊數:	1 online resource (197 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
Contained By:	Dissertations Abstracts International84-11A.
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30318637click for full text (PQDT)
ISBN:	9798379530259

Once a Coach, Always a Coach Creating Professional Development for a Co-Teaching Model Designed to Support Second Language Learners.
Thies, Elizabeth.

Once a Coach, Always a Coach Creating Professional Development for a Co-Teaching Model Designed to Support Second Language Learners. - 1 online resource (197 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

Thesis (Ed.D.)--Arizona State University, 2023.

Includes bibliographical references

Second Language Learners face a unique set of challenges when it comes to the learning process. This dissertation study specifically focuses on those challenges and how to train teachers working within a co-teaching model in an international school in Bangkok, Thailand. Using the ideology proposed by Stephen Krashen as a part of his Input Hypothesis Theory and framing the results through the lens of Albert Bandura's Self-Efficacy Theory, I studied the effects of a professional development model that focused on phonemic awareness, comprehensible input, and a collaborative teaching approach. Using this as my methodological framework, I found that teachers were able to improve their teaching skills and become more confident in their approach when provided with training that gave them specific responsibilities to address within the process of teaching. Through the use of pre-post surveys, interviews, and observations, I was able to examine how resource sharing and collaborative lesson planning allowed teachers to be more confident in their approach to teaching and their abilities to support students that were attending an international school that was a part of one of the most successful and academically rigorous networks of schools in the United States of America. It was through an intentional designation of tasks and a collaborative training approach that teachers were not only able to better understand the needs of their students but also find ways to work with and learn from one another in the training process. Ultimately, I discovered that allowing teachers to share resources and best practices allowed them to build quality and far more engaging lessons for their students.

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

Mode of access: World Wide Web

ISBN: 9798379530259Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Co-teachingIndex Terms--Genre/Form:

542853
Electronic books.

Once a Coach, Always a Coach Creating Professional Development for a Co-Teaching Model Designed to Support Second Language Learners.
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