The Effect of Virtual Professional Development and Virtual Mentoring/Coaching on Teachers' Pedagogical Content Knowledge of English Learners

• In Event: Marriott Roundtable Session 31
  In Roundtable Session: Pre- and In-Service Teacher Education for Emerging Bilinguals

Abstract

This proposal is derived from a randomized experimental study, which was intended to provide virtual professional development (VPD) and virtual mentoring and coaching (VMC) for in-service teachers seeking or working with English learners (ELs). Results from pre-survey/post-survey and pretest/posttest suggested that VPD and VMC had a statistically significant impact on one of the competencies assessed, Foundations of Bilingual Education and Concepts of Bilingualism and Biculturalism. Data for classroom observations were collected and are expected to be completed by the end of August using a validated transitional-bilingual observation protocol.

Authors

• Mayra Danielle Vargas, Texas A&M University - College Station

• Fuhui Tong, Texas A&M University - College Station

• Rafael Lara-Alecio, Texas A&M University - College Station

• Beverly J. Irby, Texas A&M University - College Station

• David Daniel Jimenez, Texas A&M University

• Shifang Tang, East Texas A&M University