Teaching “in their best interest”: Preservice teachers' narratives regarding English Learners

Authors

Amanda T. Sugimoto
Kathy Carter
Kathleen Jablon Stoehr, Santa Clara UniversityFollow

Document Type

Article

Publication Date

6-22-2017

Publisher

Elsevier

Abstract

In the United States, teachers are increasingly working with English Learners (ELs) in mainstream classrooms. Several areas of focus have been proposed to guide the preparation of teachers for working with ELs, including: language related knowledge, skills, and dispositions. This narrative study examined how field-based experiences shaped 49 preservice teachers' dispositions toward ELs. An iterative and thematic analysis of collected narratives found that preservice teachers often completed their practicum in classrooms that did not model positive dispositions or pedagogical practices toward ELs. These findings have implications for the tasks and experiences given to preservice teachers during their preparation sequence.

Comments

© 2017. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/.

Recommended Citation

Sugimoto, A. T., Carter, K., & Stoehr, K. J. (2017). Teaching “in their best interest”: Preservice teachers’ narratives regarding English Learners. Teaching and Teacher Education, 67, 179–188. https://doi.org/10.1016/j.tate.2017.06.010