Learning to Be Linguistically Relevant Teachers Through Online Professional Development Modules: Two Case Studies

• In Event: Supporting Teachers of Emergent Bilingual Students in Professional Development

Abstract

This study explores two teachers’ learning over the course of a six-week online professional development (eWorkshop) toward becoming linguistically relevant teachers. We found commonalities and differences of the two teachers’ experiences and take-aways of the eWorkshop through examinations of their histories-in-person (Holland & Lave, 2009) and their different divisions of labor from a cultural historical activity theory (Engeström, 1987). Through examining teacher learning as a participatory unit ultimately, we aimed to highlight school conditions and eWorkshop factors that better support teachers, given different backgrounds and roles, in applying strategies and developing critical perspectives.

Authors

• Kathleen Palmquist, University of Colorado - Denver

• Lili Guan, University of Colorado - Denver

• Jung-In Kim, University of Colorado - Denver

• Christopher Carson, University of Colorado - Denver

• Kara Mitchell Viesca, University of Nebraska - Lincoln