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Teachers’ perceptions of a mentoring cohort model in a program leading to certification to teach English language learners
Mentoring & Tutoring: Partnership in Learning Pub Date : 2019-05-27 , DOI: 10.1080/13611267.2019.1630997
Audrey Figueroa Murphy 1 , Elizabeth Haller 1 , John Spiridakis 1
Affiliation  

ABSTRACT This study focused on the perceptions of in-service general education teachers who completed a cohort mentoring program leading to certification in English as a Second Language (ESL) at a large, urban university. Based on interviews with 19 members of a cohort of 28, participants valued both the support and augmented skills-development the mentoring element afforded and the supportive, collaborative environment provided by the cohort model. Many also reported that the ESL-targeted strategies they learned were helpful in teaching all student populations and that program participation contributed to their increased involvement in leading professional development and, for some, to their intention to seek administrative roles. Based on these findings and the literature reviewed, the program examined may represent a model that can help to meet the demonstrated need for more trained ESL teachers in U.S. schools and can contribute to developing school leaders.

中文翻译:

教师对计划中的指导性队列模型的理解,该计划导致了对英语学习者的认证

摘要本研究的重点是在职通识教育教师的看法,他们完成了队列指导课程,并在一家大型城市大学完成了英语作为第二语言(ESL)的认证。根据对一组28名成员中19名成员的访谈,参与者很重视指导模型提供的支持和增强技能的开发,以及该队列模型提供的支持性协作环境。许多人还报告说,他们学到的以ESL为目标的策略有助于教导所有学生群体,并且计划的参与有助于他们增加对领导专业发展的参与,并且对某些人寻求行政职位也有所帮助。根据这些发现和文献资料,
更新日期:2019-05-27
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