Learning to Be Linguistically Responsive Teachers Through the eWorkshop: Mediation of Teachers’ Histories-in-Person

• In Event: AERA Roundtable Session Thursday 8:00 am Four Seasons Ballroom 4
  In Roundtable Session: Innovative and Global Perspectives on Teacher Preparedness and Support (Table 10)

Abstract

The current study examined four teachers’ processes of becoming linguistically responsive during their participation in a 6-week online professional development tool (eWorkshop). Toward the end of the 6-week activity system, all four teachers, although working in different schools, reported having enacted instructional practices, particularly displaying similarities in acknowledging and appreciating the culturally responsive practices from the eWorkshop. Importantly, these similarities appeared to be shaped by the four teachers’ rich cultural transformative experiences and personal histories (e.g., cultural experiences, education, training). We aimed to explore conditions and supports for learning practices for teachers of multilingual learners in professional development participation.

Authors

• Jung-In Kim, University of Colorado - Denver

• Christopher Carson, University of Colorado - Denver

• Kara Mitchell Viesca, University of Nebraska - Lincoln