Understanding the Work of Professional Learning Communities for English Language Learner Teachers: Possibilities and Limitations From Two Urban High Schools

被引：0

作者：

Fones, Aliza ^{[1
,2
]}

机构：

[1] Univ Northern Iowa, Cedar Falls, IA USA

[2] Univ Northern Iowa, Dept Languages & Literatures, 1001 Bartlett Hall, Cedar Falls, IA 50614 USA

来源：

JOURNAL OF EDUCATION-US | 2024年 / 204卷 / 04期

关键词：

equity; emergent bilingual; professional learning community; teacher learning; teacher expertise; KNOWLEDGE; EXPERTISE;

D O I：

10.1177/00220574231225446

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The collaboration and learning of high school English language learner (ELL) teachers is an overlooked aspect of policy and research regarding the opportunities and outcomes of emergent bilingual (EB) students. In order to better understand the work of ELL teachers, this study examined their participation in an important setting: the professional learning community (PLC), a space with potential for promoting more equitable student outcomes. Analysis of ELL teachers' participation in PLCs at two urban high schools, and the topics addressed in PLC meetings, provides implications for teacher and student learning, and reinforces the significance of ELL teacher expertise.

引用

页码：774 / 789

页数：16

共 13 条

[1] Effective professional learning communities? The possibilities for teachers as agents of change in schools
Watson, Cate
[J]. BRITISH EDUCATIONAL RESEARCH JOURNAL, 2014, 40 (01) : 18 - 29
[2] From pre-service to in-service teachers: a longitudinal investigation of the professional development of English language teachers in secondary schools
Gu, Mingyue Michelle
[J]. EDUCATIONAL STUDIES, 2013, 39 (05) : 503 - 521
[3] Understanding English Language Teachers' (De)motivation Toward Continuing Professional Development Through Psychological Contract and Work Attitude
Acar, Sonay Ezel
Erozan, Fatos
[J]. SAGE OPEN, 2024, 14 (02):
[4] Learning from the lived experiences of new language arts teachers working in diverse urban schools
Early, Jessica Singer
Shagoury, Ruth
[J]. TEACHING AND TEACHER EDUCATION, 2010, 26 (04) : 1049 - 1058
[5] SITUATION OF SOCIAL VULNERABILITY AND LEARNING CONSTRUCTION IN CHILDHOOD: PERCEPTIONS OF ENGLISH LANGUAGE TEACHERS WHO WORK IN CHILEAN PUBLIC SCHOOLS
Barrientos, Yasna Yilorm
Palma, Elizabeth Martinez
[J]. INTERCIENCIA, 2023, 48 (01) : 59 - 65
[6] Teaching Leadership in Professional Learning Communities: A Case Study From Two Public Schools in Mexico
Flores-Fahara, Manuel
Bailey-Moreno, Josefina
Celina Torres-Arcadia, Carmen
[J]. REVISTA ELECTRONICA EDUCARE, 2021, 25 (01):
[7] What impedes the development of professional learning communities in China? Perceptions from leaders and frontline teachers in three schools in Shanghai
Zhang, Jia
Yuan, Rui
Yu, Shulin
[J]. EDUCATIONAL MANAGEMENT ADMINISTRATION & LEADERSHIP, 2017, 45 (02) : 219 - 237
[8] Teachers' professional development through the English in action secondary teaching and learning programme in Bangladesh: Experience from the UCEP schools
Shohel, M. Mahruf C.
Banks, Frank
[J]. INNOVATION AND CREATIVITY IN EDUCATION, 2010, 2 (02): : 5483 - 5494
[9] Teachers' Oral Corrective Feedback and Its Influence on Learner Uptake in the Classes of Teaching English as a Foreign Language for Minority Students in Xinjiang Junior High Schools
李瑶瑶
[J]. 海外英语, 2016, (16) : 226 - 227
[10] Teachers' Factors that Influence the English Language Teaching-Learning Process in Ecuadorian High Schools in the context of e-Education and Society
Alejandro Quezada-Sarmiento, Pablo
Zuniga, Alexandra
Toro, Vanessa
Camacho, Gina
Pinza, Eliana
Benitez, Carmen
Vargas, Alba
Paredes, Marcelo
Morocho, Elsa
[J]. 2017 12TH IBERIAN CONFERENCE ON INFORMATION SYSTEMS AND TECHNOLOGIES (CISTI), 2017,

← 1 2 →