Building Knowledge With Immigrant Students: A Case of a Community-Based Teacher Education Program

• In Event: Roundtable Session 6
  In Roundtable Session: Preparing and Supporting Beginning Teachers: The Role of Context and Culture in Teacher Preparation

Abstract

This study reports preliminary findings of a qualitative case study of secondary school teacher candidates learning to teach English language learners (ELs) in a Professional Development School (PDS) in the San Francisco Bay Area. The study explores ways for teacher education programs to situate theory in community-based practices to develop candidates’ knowledge base in second language development and strategies for promoting literacy among English language learners. Two research questions guide this study: (1) what knowledge and skills the candidates developed as an English language teacher to ELs, and (2) what role the PDS program played in supporting candidates’ learning.

Author

• Yanan Fan, San Francisco State University