Date of Conferral
2022
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Grace Lappin
Abstract
Although the number of English language learners (ELLs) in mainstream classrooms has significantly increased over the past decade, first-year teachers continue to begin their careers without adequate training in ELL instruction. The purpose of this qualitative study was to explore first-year mainstream teachers’ perspectives of their preservice course training and field experiences in ELL instruction. The study site was a small west Tennessee school district where 32 students are currently receiving English as a second language (ESL) services. Supported by Kolb’s experiential learning theory, this study was framed by the concept of hands-on experience for learning, which is used by most teacher education programs (i.e., student teaching and field experiences). Using a basic qualitative design approach, interviews were conducted with five local first-year teachers teaching prekindergarten through fifth grade. These interviews were used to collect qualitative data, which was then analyzed using thorough transcript coding procedures. The findings of the data analysis led to the creation of a 3-day professional development program for all teachers in the study site district. This professional development was created to specifically address the concerns and requests that arose in the data collected. This research has potential implications for positive social change by increasing awareness of the need for enhanced preservice training in ELL instruction for local teacher candidates.
Recommended Citation
Hernandez, Sally, "First-Year Mainstream Teachers' Perspectives on Preservice Preparation in English Language Learner Instruction" (2022). Walden Dissertations and Doctoral Studies. 13417.
https://scholarworks.waldenu.edu/dissertations/13417
