Professional Development Leading to Change in Teachers' Beliefs and Practice for Teaching English Language Learners

• In Event: How Teachers Perceive and Teach Emergent Bilinguals

Abstract

A common problem for professional development (PD) is that teachers' practices often do not change. This study focused on a research-based PD that engaged teachers in learning for teaching students, including English language learners (ELLs), in ways that would increase the likelihood of enactment of such practices. Factor analyses and latent variables were utilized to measure the change of the survey score and practice score. The analyses revealed that teachers’ beliefs and practice have changed, yet no correlation was found between the belief change and the practice change. This study adds to the literature that educating teachers about second language learning and research-based practices using PD that attends to teachers’ practice and beliefs resulted in positive changes.

Authors

• Kerong Wu, Brigham Young University

• Stefinee E. Pinnegar, Brigham Young University

• Joseph Olsen, Brigham Young University

• Leigh K. Smith, Brigham Young University

• Erin Feinauer Whiting, Brigham Young University

• Ramona Maile Cutri, Brigham Young University