ESL Online Teacher Education: Classroom Implementation and Effects

• In Event: Diverse Perspectives on (Inter)National Education

Abstract

Over the past two decades, there has been an increase in online Teaching English to Students of Other Languages (TESOL) teacher programs. Yet there is little research on how teachers implement learning from online programs into P12 classrooms. With this gap in mind, this multiple case study examined five teachers in an online program over one academic year to understand how their linguistically-responsive training was implemented in the classroom. This study revealed that teachers implemented course content from online classes in classrooms, especially linguistically-responsive pedagogical skills to meet their students’ needs. In contrast, there was a lack of theoretical orientations implemented in the classroom. This work contributes to our understanding of how teachers implement online course content in classrooms.

Authors

• Catherine J. Michener, Rowan University

• Sora Suh, Rowan University