Search results for: Peercy Megan Madigan
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In this article, the author examines her practices as a teacher educator in one course before and after returning to the secondary classroom to teach language learners full-time for one academic year. Based on her experiences, the author decided to make some deliberate and thoughtful changes to how she approached her work as a teacher educator. She changed the course framework in three ways: organization, epistemology, and making the course more practice-centered. However, the author learned that engaging teachers in practice-based teaching requires teacher educators to be specific and deliberate in setting their own purposes for the centrality of practice in their courses and programs and to explain these clearly to students.
Updated: Nov. 15, 2016
This study highlights teacher educators’ efforts and challenges in providing preservice elementary teachers with opportunities to learn about educating students learning English as an additional language. A key finding is that all teacher educators felt responsible for and made efforts to guide teacher candidates to educate linguistically diverse students in elementary classroom settings. However, they did not work toward this goal collectively or cohesively.
Updated: Dec. 23, 2014