Effectiveness of a Virtual Field Experience in Preservice Teachers' Preparation for Working With English Learners

• In Event: Roundtable Session 17
  In Roundtable Session: Understanding and Analyzing Program Effectiveness in Preservice Teacher Education

Abstract

Although many teacher education programs require coursework for supporting English Learners (ELs), many preservice content-area teachers feel unprepared to work with ELs. This research shares qualitative analysis of the benefits of a virtual field experience in increasing preservice teachers’ self-competency and knowledge of instructional strategies in supporting ELs. For this project, preservice teachers exchanged electronic pen pal (ePal) letters with EL and non-EL students in grades 5-7 about class books. Data included preservice teachers’ journal reflections, and discussion board posts. Results show that preservice teachers (1) expressed a decrease in anxiety about working with ELs due to the authentic experience, and (2) demonstrated an increased awareness of language structure and vocabulary and ways to modify language for ELs.

Authors

• Laura J. Mahalingappa, Duquesne University

• Elizabeth M. Hughes, Duquesne University