Learning From Students, Teachers, and Schools
Field-Based Teacher Education for Emergent Bilingual Learners
Bibliographic Data
| ID | 4308091 |
|---|---|
| Authors | Amy J Heineke (0000-0002-4219-3600, Loyola University Chicago, IL, USA, corresponding author), Elina Giatsou (Loyola University Chicago, IL, USA) |
| Year | 2020 |
| Volume | 71 |
| Issue | 1 |
| Pages | 148-161 |
| Publication date | 2020-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487119877373 |
| OpenAlex | W2973397028 |
| Language | EN |
| Citations received | 11 |
| References cited | 27 |
Today's schools are more culturally and linguistically diverse than ever before, prompting the need for teachers with the requisite expertise for work with emergent bilingual learners. As students grow in numbers and fill seats in classrooms spanning grades and disciplines, teacher educators must consider ways to prepare an increasing number of teachers, including those spanning licensure areas. This research probed one university's efforts to prepare all teacher candidates for this growing subgroup of students through a field-based undergraduate teacher education program in the urban Midwest. Using artifact data from 29 program completers and survey and interview data from five focal teachers spanning licensure areas, this study investigated how particular facets of the field-based program promoted or deterred candidates' learning across the 4-year program and into teachers' first year of teaching. Implications center on how universities can leverage field-based teacher education to prepare future teachers for diverse classrooms
Leverage (statistics · Licensure · Mathematics education · Medical education · Pedagogy · Teacher education · Teacher Preparation · Collaborative Teaching and Inclusion · Computer Science · Medicine · Multilingual Education and Policy · Psychology · Teacher Education and Leadership Studies
Decentralization, teacher quality, and the education of English learners
Multilingual Literacy for All? Aligning Clinical Practice of Bilingual Teacher Candidates in California
Equity in Teacher Education Programs
Aligning Pre-Service and In-Service Teacher Professional Development to Support Multilingual Learners of English in Elementary Schools
Preparing teacher candidates for bilingual practices
Well-being at School of 10-year-old Students Living in France in a Bilingual Family Language Context with a Minorated Language
Teacher perception of language differences
Powerful Pedagogies in Times of Covid
Beyond Language and Academics
The Development of Collaborative Advocacy
Missed Opportunity
Teaching Practice
Observing sociocultural activity on three planes
Misconceptions About Teaching English‐language Learners
Arizona’s teacher policies and their relationship with English learner instructional practice
Insights into Professional Development for Teachers of English Language Learners
From Preservice to Practice
Understanding our learners and developing reflective practice
Emergent Bilinguals and Tesol
Funds of knowledge for teaching
Enhanced Knowledge and Skills for Elementary Mainstream Teachers of English Language Learners
Interrupting the Professional Schism That Allows Less Successful Educational Practices With ELLs to Persist
Addressing Linguistic Diversity from the Outset
Teaching, Learning, and Leading
Linguistically Responsive Teacher Education
The Work of Teaching and the Challenge for Teacher Education
Faculty First
Developing Responsive Teachers
Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education
Integrating Science And English Proficiency For English Language Learners
| Unique citing works | 11 |
|---|---|
| Citations per year | 2,2 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 11 |