Modification-Driven Professional Development for Teaching Multilingual Learners

• In Event: Thursday Roundtable Session 10:50 am
  In Roundtable Session: Intersections of Joy, Multilingualism, and Diversity in Teacher Education (Table 37)

Abstract

Data shows teachers’ preparation for multilingual learners (MLs) requires improvement due to a lack of teacher input in professional development (PD). This study uses design-based research methods to address the PD needs of teachers working with MLs. We examine the impact of modifications made in a master’s program aimed at enhancing teacher knowledge, self-efficacy, and implementation. The modifications include an orientation module, caregiver course development, and the design and implementation of a JEDI escape room, a digital PD experience. Findings indicate significant growth in teachers’ literacy instruction and self-efficacy, but challenges remain in technology integration. The study emphasizes the importance of considering teachers’ voices and making ongoing modifications to meet their specific needs in PD for ML instruction.

Authors

• Emily S. Howell, Clemson University

• Rebecca A. Kaminski, Clemson University

• Mihaela Gazioglu, Clemson University

• Nicole Ferguson-Sams, Clemson University

• Victoria Pennington, Clemson University

• Kavita Mittapalli, MN Associates, Inc.

• Amlan Banerjee, National Education Association