Abstract
Cooperating teachers’ pedagogical beliefs and practices influence teacher candidates’ views and practices. Therefore, this study examined mainstream cooperating teachers’ perceptions about critical components of effective instruction for English learners, and the relationship between these teachers’ perceptions and classroom practices. We interviewed 55 teachers and completed a 90-minute observation in each classroom. We analyzed the interviews for common themes, and we used descriptive statistics to summarize the observation data. The findings indicated that teachers were well-versed in evidence-based instructional activities and strategies. However, many teachers found it challenging to infuse ELs’ language, culture and experiential background into their instruction.
Recommended Citation
Szecsi, T., & Szilagyi, J. (2024). Cooperating Teachers’ Views and Practices about Teaching Emergent Bilinguals in General Education Classrooms. Journal of English Learner Education. (16)1.
Retrieved from https://stars.library.ucf.edu/jele/vol16/iss1/2
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Teacher Education and Professional Development Commons
