"I Still Think of Zameer": Tracing the Impact of English Language Learner–Focused Preservice Placements on In-Service Teaching

• In Event: Learning About Clinical Practice Across Contexts

Abstract

There is a clear dearth of research on how preservice opportunities, including clinical experiences and ELL-focused preparation efforts, impact teachers’ eventual work in the inservice realm. This study engages these gaps by examining five second-year teachers’ perspectives on an ELL-focused preservice field placement (completed three years prior) and its impact on their current work. A qualitative analysis grounded in situated learning theory (with particular attention to context, community, and participation) was conducted on previously-completed assignments (reports on an emerging bilingual focus student), and transcripts and videos from individual interviews and one focus group. Participants conveyed that particular placement factors--including their roles/positioning and key tools that shaped participation-- contributed to salient learning opportunities that continued to shape their classroom teaching.

Authors

• Kate Brayko, University of Montana - Missoula
  Presenting Author

• Anya Muggli, University of Montana
  Non-Presenting Author