Learning to Be Linguistically Relevant Teachers Through Online Professional Development Modules

• In Event: 51.078 - MTCC Roundtable Session 21
  In Roundtable Session: 51.078-7 - Insights and Agency of Teachers of Bilingual Learners

Abstract

This study explored in-depth experiences of three elementary teachers engaging in professional learning regarding their work with multilingual students. We examined the factors and learning outcomes that the teachers self-proclaimed as changes in practice. In examining what the three elementary school teachers reported having learned from the weekly engagement in eWorkshops and changes in their practices, we found four major themes: knowledge and skills, metacognitive practices, orientations, and social network developed within the school community. The current study calls for careful planning for online professional learning communities through designing a learning environment toward supporting shared school-wide practices/social network as well as individual cognitive practices among teachers.

Authors

• Jung-In Kim, University of Colorado - Denver

• Christopher Carson, University of Colorado - Denver

• Tricia Gray, University of Nebraska - Lincoln

• Taylor Schmidt

• Lili Guan, University of Colorado - Denver

• Kathleen Palmquist, University of Colorado - Denver

• Kara Mitchell Viesca, University of Nebraska - Lincoln