Pre-Service Teachers: An Analysis of Reading Instruction in High Needs Districts Dual Language Classrooms

Basit Öğe Kaydı
dc.contributor.authorWHİTACRE, Michael
dc.contributor.authorDİAZ, Zulmaris
dc.contributor.authorEsquierdo, Joy
dc.date.accessioned2022-03-22T09:04:19Z
dc.date.available2022-03-22T09:04:19Z
dc.date.issued2013
dc.departmentİnönü Üniversitesien_US
dc.description.abstractPre-service teachers need opportunities to apply theory and connect to best practices as they teach in classroom settings be it, whole or small group. For many pre-service teachers often times their experience is limited to simply watching instruction or working with small groups of students (Pryor & Kuhn, 2004). The student teaching experience is a critical component of the teacher preparation program. Through the use of the English Language Learner Classroom Observation Instrument (ELLCOI), and researcher observation the hope is that these will aid in bringing to light the instructional activities used by pre-service teachers during reading instruction with ELLs. This study explores how preservice bilingual teachers connect theory into practice by examining their instruction in the following categories: Instructional Practices, Interactive Teaching, English-Language Development, and Content Specific to Reading as listed in The English Language Learner Classroom Observation Instrument (ELLCOI) developed by Haager, Gersten, Baker, and Graves (2003). To capture these instructional events video tape recordings of eight South Texas pre-service teachers were taken during a reading language arts lesson in order to observe instruction in high need districts’ dual language/bilingual classrooms. Data were compiled to capture the nature and quality of instruction on key essential elements, as well as reading instructional practices specific to the teaching/learning process in the dual language classroom. The findings portray the results of the ELLCOI with bilingual/ESL pre- service teachers and how they make sense of their instructional practices as a means to instruction in one-way dual language public school classroomsen_US
dc.identifier.citationWhitacre, M. , Diaz, Z. & Esquierdo, J. (2012). Pre-Service Teachers: An Analysis of Reading Instruction in High Needs Districts Dual Language Classrooms . International Journal of Instruction , 6 (1) , . Retrieved from https://dergipark.org.tr/tr/pub/eiji/issue/5138/70013en_US
dc.identifier.urihttps://hdl.handle.net/11616/56888
dc.language.isoenen_US
dc.relation.ispartofInternational Journal of Instructionen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.titlePre-Service Teachers: An Analysis of Reading Instruction in High Needs Districts Dual Language Classroomsen_US
dc.typeArticleen_US

Dosyalar

Orijinal paket
Listeleniyor 1 - 1 / 1
Küçük Resim
İsim:
Pre-Service Teachers_ An Analysis of Reading Instruction in High Needs Districts Dual Language Classrooms[#70013]-59721.pdf
Boyut:
136.78 KB
Biçim:
Adobe Portable Document Format
Açıklama:
İndir
Lisans paketi
Listeleniyor 1 - 1 / 1
Küçük Resim Yok
İsim:
license.txt
Boyut:
1.71 KB
Biçim:
Item-specific license agreed upon to submission
Açıklama:
İndir

Koleksiyon

International Journal of Instruction Collection