Professional Development to Develop/Enhance In-Service Teachers’ Knowledge, Skills, and Dispositions for Teaching Multilingual English Learners

• In Event: Thursday Roundtable Session 2:30 pm
  In Roundtable Session: Professional Development (Table 35)

Abstract

This paper reports on preliminary findings from a professional development project that brought together a group of in-service teachers to develop their knowledge, skills, and dispositions for teaching ELLs/MLLs in mainstream classrooms. Using de Jong & Harper’s (2005) seminal “just good teaching” framework, we identify the knowledge, skills, and dispositions educators need in order to be effective in meeting the unique needs of ELLs/MLLs. Findings include self-reported changes to in-service teachers’ practice and their development of “TESOL competencies.” Additionally, we share how these teachers were able to apply foundational ideas about the three research-based frameworks introduced to them in graduate-level coursework to their teaching practice, as well as their commitment to and preparedness for teaching ELLs/MLLs.

Authors

• Gretchen Oliver, Clarkson University

• Karen M. Gregory, Clarkson University

• Kimberly F. Colvin, University at Albany - SUNY