Inservice Preparation for Mainstream Teachers of English Language Learners: A Review of the Empirical Literature

Tamara Lucas, Kathryn Strom, Meghan Bratkovich, Jennifer Wnuk

Research output: Contribution to journalArticlepeer-review

16 Scopus citations

Abstract

The empirical literature regarding the nature and outcomes of inservice learning opportunities for mainstream teachers of ELLs reveals that such opportunities give primary emphasis to developing teachers’ pedagogical knowledge and skills but also give attention to encouraging teachers to learn about their students, curriculum, and school context; engage in inquiry about their own practice; deepen their subject knowledge for teaching ELLs; analyze and change beliefs; and develop identities as teachers of ELLs.

Original languageEnglish
Pages (from-to)156-173
Number of pages18
JournalEducational Forum
Volume82
Issue number2
DOIs
StatePublished - 3 Apr 2018

Keywords

  • English language learners (ELLs)
  • inservice learning
  • inservice teachers
  • teacher learning

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