Enhancing Teachers' English Learner Practices and Knowledge Through Virtual Professional Development and Mentoring and Coaching

• In Event: How In-Service Teachers Improve Their Teaching in Multilingual Classrooms

Abstract

There is a growing body of literature regarding students’ academic achievement and the factors that contribute to their success, one being instructional quality. Preparing teachers of English learners (ELs) to provide quality instruction is key to the success of ELs enrolled in bilingual education and English as a second language (ESL) programs. Effective virtual mentoring and coaching (VMC), embedded in virtual professional development (VPD), is one important route to improving the quality of instruction for ELs. In this study, we employed a repeated measures ANOVA to examine teachers’ implementation of ESL pedagogical practices and academic language content over time across two conditions. Results indicated no statistically significant growth over time or condition for implementation of ESL pedagogical practices.

Authors

• Mayra Danielle Vargas, Texas A&M University - College Station

• Yessenia Gamez, Texas A&M University - College Station

• Valerie Choron, Texas A&M University - College Station

• David Daniel Jimenez, Texas A&M University - College Station

• Rafael Lara-Alecio, Texas A&M University - College Station

• Beverly J. Irby, Texas A&M University - College Station

• Fuhui Tong, Texas A&M University - College Station

• Shifang Tang, East Texas A&M University