Pre-service teachers’ first foray into the ESL classroom: Reflective practice in a service learning project
Abstract
Abstract This study explores the professionalization of a group of 28 pre-service teachers, using a qualitative case study design and reflective practice as the analytical framework. The pre-service teachers were involved in a service learning project at a local middle school in the U.S. where they designed and taught a content area lesson to English language learners (ELLs). After the lesson, the pre-service teachers analyzed their experience through a reHlective essay assignment. Findings indicated that the pre-service teachers recognized the need to adapt their lessons for ELLs in varying degrees primarily in the areas of language and content support. ReHlective practice as a component of the process of providing sheltered instruction of English should serve as an instrumental part of preparing teachers to work in diverse educational contexts
Reference
Uzum, B., Petrón, M., & Berg, H. (2014). Pre-service feachers’ first foray into the ESL classroom: Reflective practice in a service learning project. TESL-EJ, 18(3), 1-15.
Journal
TESL-EJ (Teaching English as a Second or Foreign Language)
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
- Elementary
- ESL Endorsement
- Middle
- Special Education
Programatic Focus
Research Location Context
- field-based methods course
Preservice Participants
Preservice Sample Size
28
Other Participant Data
Duration of Data Collection
Data Sources
- lesson plans
- written reflections/class papers
Data Analysis Tools
- coding (non-specific)
- Content analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
What connections do pre-service teachers make between theory and practice?
Is this research question explicit from the manuscript? No