Task Relevance of Online Professional Development for Teachers of English Language Learners: A Q Methodology Study

• In Event: Roundtable Session 19
  In Roundtable Session: Second Language Research and Pedagogy

Abstract

Professional development for teachers of ELLs should focus on relevant learning opportunities that help teachers resolve the challenges of ELL instruction. The purpose of this study was to learn which tasks in an online professional development module K-12 educators perceived as relevant to their work with English language learners. Using Q methodology, participants rank ordered the relevancy of 36 online tasks from a professional development module into a forced distribution. Results indicated that participants’ perceptions of task relevance to their work with ELLs differed by professional roles and instructional settings. The design of online professional development can integrate technology, pedagogy, and content knowledge to enhance the task relevance for maximum learning and transformation to fit the needs of teachers

Authors

• Linda Collins, The University of Akron

• Xin Liang, The University of Akron