Instigating Change in Preservice Teacher Cognition About English Learners in Content-Area Classrooms Through Virtual Interactions

• In Event: Sheraton Roundtable Session 29
  In Roundtable Session: Developing Innovative Programs to Develop Preservice Teachers’ Attitudes Toward Diversity

Abstract

This experimental study examines the impact of a semester-long online pen pal interaction between preservice teachers and English learner (ELs) from public schools. The research questions include: What effect does participation in an E-Pal exchange program have on preservice K-12 teachers’ cognition about: (1) the inclusion of ELs in mainstream classrooms; (2) responsibility for ELs’ academic achievement (3) and language development; and (4) culturally responsive pedagogy? Participants included 74 preservice teachers who were in an experimental group (n=35) or a control (n=39) group. Results revealed that differences between participants ’pre- and post-test gain scores were statistically significant across the groups for seven of the 22 cognition variables, which implies that such interventions in teacher education programs seem worth the investment.

Authors

• Laura J. Mahalingappa, Duquesne University

• Nihat Polat, Duquesne University

• Elizabeth M. Hughes, The Pennsylvania State University

• Cebrail Karayigit, Pittsburg State University