Pre-Service Teacher Preparation for Bilingual Students in the Southwest US
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초록
This study examines how a teacher preparation program prepared bilingual student teachers to teach in US public schools. Data was collected by classroom observations, on-line surveys, interviews, and analysis of document samples. The study found that multiple practices in the program helped teachers to become well trained and well rounded. First, the program emphasized coherence between theory and practice. Second, collaboration between program and community allowed teachers to bring community resources and materials into the classroom. Third, the program helped the student teachers shape their own identity as teachers through spoken and written dialogues with their faculty members and fellow student teachers. Fourth, a balanced approach to reaching instruction was also part of preparation for the student teachers to help the children become literate people in society. Lastly, this study suggests that student teachers need classroom experiences with students and highly qualified mentor teachers with knowledge of theory and practice in ESL or bilingual education and with at least five-year teacher experiences. These suggestions can help teachers learn concrete and applicable ideas in the classroom and eventually guide them to become well armed and highly qualified.
Abstract
This study examines how a teacher preparation program prepared bilingual student teachers to teach in US public schools. Data was collected by classroom observations, on-line surveys, interviews, and analysis of document samples. The study found that multiple practices in the program helped teachers to become well trained and well rounded. First, the program emphasized coherence between theory and practice. Second, collaboration between program and community allowed teachers to bring community resources and materials into the classroom. Third, the program helped the student teachers shape their own identity as teachers through spoken and written dialogues with their faculty members and fellow student teachers. Fourth, a balanced approach to reaching instruction was also part of preparation for the student teachers to help the children become literate people in society. Lastly, this study suggests that student teachers need classroom experiences with students and highly qualified mentor teachers with knowledge of theory and practice in ESL or bilingual education and with at least five-year teacher experiences. These suggestions can help teachers learn concrete and applicable ideas in the classroom and eventually guide them to become well armed and highly qualified.
참고문헌 (15)
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- "http:", news, pp.1998, oct1998[DOI]