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Teaching and Teacher Education

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Teachers -- Training of, English language -- Study and teaching -- Foreign speakers, Student teachers -- Attitudes


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.


© 2017. This manuscript version is made available under the CC-BY-NC-ND 4.0 license


NOTICE: this is the author’s version of a work that was accepted for publication in Transport Policy. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Teaching and Teacher Education, 67, (October 2017).



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