Article Title
Preparing Teachers of English Learners: How Field Reports Bridge the Gap between Theory and Practice
Abstract
Preservice teachers of English learners need practical experience in real classrooms to supplement the rich strategies learned in college methods classes. In classes of preservice teachers in secondary education at California State University Northridge, state course standards require teacher candidates to complete not only classwork but also field observation reports. The field observation reports help teacher candidates bridge theory and practice, making connections between university course strategies and public school classroom applications. With access to the largest number of English learners in any school district in the nation, candidates are able to observe and report on the diverse needs, strategies, challenges, and assessments they encounter. This article describes the features and findings associated with two field reports required by a Teaching English learners course in the secondary teaching credential program.
Recommended Citation
Lombardi, Judy
(2013)
"Preparing Teachers of English Learners: How Field Reports Bridge the Gap between Theory and Practice,"
TAPESTRY: Vol. 5:
Iss.
1, Article 3.
Available at:
https://stars.library.ucf.edu/tapestry/vol5/iss1/3
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Teacher Education and Professional Development Commons