Change in preservice teacher beliefs about inclusion, responsibility, and culturally responsive pedagogy for English learners

被引:16
作者
Polat, Nihat [1 ]
Mahalingappa, Laura [1 ]
Hughes, Elizabeth [2 ]
Karayigit, Cebrail [3 ]
机构
[1] Duquesne Univ, Dept Instruct & Leadership, Pittsburgh, PA 15282 USA
[2] Penn State Univ, Educ Psychol Counseling & Special Educ, University Pk, PA 16802 USA
[3] Pittsburg State Univ, Dept Psychol & Counseling, Pittsburg, KS 66762 USA
关键词
English learners (ELs); online fieldwork; preservice teacher beliefs; LANGUAGE LEARNERS; MAINSTREAM TEACHERS; FIELD EXPERIENCES; ATTITUDES; CLASSROOM;
D O I
10.1080/19313152.2019.1597607
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This study examines the effectiveness of a specially designed intervention in changing preservice teacher beliefs about the education of linguistically diverse students. The experiment involved a semester-long online letter exchange with English learner (EL) pen pal partners from two public schools. The research questions included: What effect did participation in an E-Pal exchange program have on content-area preservice K-12 teachers' beliefs about (a) benefits of the inclusion of ELs in mainstream classrooms; who should be responsible for ELs' (b) academic achievement and (c) language development; and (d) benefits of culturally responsive pedagogy for ELs' education? Participants included 74 preservice teachers in experimental (n = 35) and control (n = 39) groups. Survey data were submitted to several repeated-measure factorial ANOVA tests. Results suggested that the experiment had a transformative effect on all four measures pertaining to teachers' beliefs about ELs' education. In addition, item-based post hoc analyses revealed some specific items that contributed to differences between participants' pre-and posttest gain scores more saliently.
引用
收藏
页码:222 / 238
页数:17
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