Investigating Bilingual/ESL Teachers’ Knowledge and Professional Development Opportunities in a Large Suburban School District in Texas

Franco-Fuenmayor, Susana E.; Padrón, Yolanda N.; Waxman, Hersholt C.

doi:10.1080/15235882.2015.1091049

Cited by 21 publications

(5 citation statements)

References 4 publications

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“…And sometimes that's kind of taken [by others] really wrong. (I. Olmedo) These patterns of isolation (Amos, 2016;DeNicolo, 2016) and the absence of colleagues knowledgeable about bilingual education or second language acquisition pedagogy (Franco-Fuenmayor, Padrón, & Waxman, 2015;Torres, 2001) are also present in studies on bilingual education teachers and their school communities.…”

Section: Novice Bilingual Education Teachers' Perceptions About Sharing Their Action Research Knowledge With Colleaguesmentioning

confidence: 99%

A Case Study of Novice Bilingual Education Teachers Conducting Action Research and Diffusing Teaching Innovations

et al. 2018

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This case study examined action research conducted by bilingual education teachers in urban schools as a tool for progressing from novice-to-expert teachers. We described a longitudinal study across four cohorts of first-year bilingual education teachers as action researchers ( n = 9). The study investigated the following: (a) how school leaders and colleagues responded to knowledge (innovations) generated through practitioner inquiry and (b) teacher–researchers’ perceptions about the process and outcomes of sharing their research findings with school leaders and colleagues. Findings clustered around two patterns: feelings of teacher self-efficacy and workplace isolation. Principals perceived innovations as human capital, not social capital.

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Section: Novice Bilingual Education Teachers' Perceptions About Sharing Their Action Research Knowledge With Colleaguesmentioning

confidence: 99%

A Case Study of Novice Bilingual Education Teachers Conducting Action Research and Diffusing Teaching Innovations

et al. 2018

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“…This study gives more attention to the prior research that focuses more on teachers' voices about the professional development they received. Franco-Fuenmayor, Padrón, and Waxman (2015) surveyed the perspectives of 225 bilingual/English as Second Language (ESL) teachers in a large suburban school district in Texas about the usefulness of the training they received and what type of training they would find useful. Results indicated that teachers are not receiving adequate professional development to support students' language development in the classroom, particularly in the areas of vocabulary, literacy, and differentiated instruction.…”

Section: Literature Reviewmentioning

confidence: 99%

A Narrative Inquiry into an ESL Teacher’s Professional Development: Problems and Recommendations

Wu¹,

Chen²

2022

IJELE

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Using narrative inquiry, this study investigates an ESL teacher’s experience of professional development, her perspectives of its effectiveness, the challenges encountered, and the changes in teacher knowledge and teaching practices. The focus is on how the teacher participant perceives the problems in professional development and how professional development can best address teachers’ needs in educating ELLs. The problems found to impede teachers from gaining the most from professional development include: (a) failure to tailor to the specific needs of ESL students; (b) neglect of the psychological and emotional well-being of ESL students; (c) lack of empathy for ESL students, (d) lack of content-specific ELL teacher professional development; and (e) professional development not well-attended. Accordingly, recommendations are put forward to render ESL teacher professional development more effective. It is anticipated that this study will provide important insights into how to construct positive professional development that benefits teachers and ESL students to the largest possible degree.

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“…Teacher's' knowledge begins at the planning stage, and the teacher perception of different pedagogical and methodological aspects will provide insights into the quality that will be reflected in classroom contexts. Susana, Franco, Yolanda, Padrón, Hersh, and Waxman (2015) investigated EFL teachers' knowledge and professional development, in which the conclusions indicate that many EFL teachers are not receiving adequate training, mainly in areas related to EFL teaching and knowledge related to second-language learning. In quantitative investigation of EFL teacher knowledge on Australian adults, Yazdanpanah (2015) found that teachers were more interested in teaching activities for the language skills rather than using effective methodologies, approaches, and needed techniques while teaching.…”

Section: Teachers' Knowledge Of Questioning Strategiesmentioning

confidence: 99%

Application of Teachers’ Knowledge of Socratic Questioning in Developing EFL Critical Thinking Skills among Omani Post-Basic Learners

Sulaiman¹

2020

AWEJ

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With the premise that effective use of Socratic Questioning in instructional practices is of vital importance in EFL/ESL classrooms, this study was undertaken to investigate application of Omani EFL teachers' knowledge of Socratic Questioning (SQ) on Students' Critical thinking (CT) in post basic schools. This study is conducted in two phases of investigation. Phase I examined the correlation between teachers' knowledge and actual use of SQ. Phase II study investigated the application of Omani EFL teachers' knowledge of SQ on students' CT in post-basic schools. The present study made an attempt to (a) Determine the relationship between teachers' knowledge of SQ and their actual use of SQ. (b) Ascertain whether there is any statistically significant difference between mean scores of those who are taught through SQ and those who are taught CT skills in a normal setting. (c) Identify CT strategies, the students were able to develop and apply at the end of the intervention phase. A total of 230 EFL teachers, which comprises a 100% of the total population of all EFL post-basic female teachers in Dhofar region of Oman, participated in this study. The multi-method procedures and data analyses showed that (a) There is a strong positive relationship between teachers' perceived knowledge and their actual use of SQ; (b) There are significant differences between mean scores of those who were taught CT through SQ and those who were taught CT skills in a normal setting; (c) There is a clear evidence to suggest that students in the experimental group were able to develop effective CT strategies during the intervention phase. The findings of this study offer a number of implications: (a) For instructional practice that involves the teachers and students; (b) For policy and decision makers; and (c) For syllabus designers and testing and evaluation. In addition, it identifies and proposes certain areas related to pedagogy for future research.

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Investigating Bilingual/ESL Teachers’ Knowledge and Professional Development Opportunities in a Large Suburban School District in Texas

Cited by 21 publications

References 4 publications

A Case Study of Novice Bilingual Education Teachers Conducting Action Research and Diffusing Teaching Innovations

A Case Study of Novice Bilingual Education Teachers Conducting Action Research and Diffusing Teaching Innovations

A Narrative Inquiry into an ESL Teacher’s Professional Development: Problems and Recommendations

Application of Teachers’ Knowledge of Socratic Questioning in Developing EFL Critical Thinking Skills among Omani Post-Basic Learners

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