Using Self-Directed Learning to Prepare Elementary Preservice Teachers to Work with English Language Learners
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| Title: | Using Self-Directed Learning to Prepare Elementary Preservice Teachers to Work with English Language Learners |
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| Authors: | N/A |
| Committee Members: | Aguilar, Vania Lisseth (author); Staudt Willet, K. Bret (professor directing dissertation); Papi, Mostafa (university representative); Dennen, Vanessa P., 1970- (committee member); Caskurlu, Secil (committee member); Florida State University (degree granting institution); Anne Spencer Daves College of Education, Health, and Human Sciences (degree granting college); Department of Educational Psychology and Learning Systems (degree granting department) |
| Summary: | This research sought to determine how elementary education preservice teachers at FSU feel about their preparedness to teach ELL students in their future classrooms. Participants were asked questions related to their knowledge, skills, and resources they perceived as having, as well as how they were directing their learning to teach this student population. The study used a qualitative method approach to collect data through unstructured interviews. The data was analyzed by identifying common patterns and themes and grouping them into various categories of key elements that arose during the interviews. The results reflect that preservice teachers at FSU have general knowledge, some skills, and may know a few resources to use to teach ELL students. However, they did not seem to have a good sense of the process of second language acquisition, and very few were involved in any learning outside of their teacher education program, reflecting that they engaged in limited self-directed learning. |
| Database: | OpenDissertations |
| Abstract: | This research sought to determine how elementary education preservice teachers at FSU feel about their preparedness to teach ELL students in their future classrooms. Participants were asked questions related to their knowledge, skills, and resources they perceived as having, as well as how they were directing their learning to teach this student population. The study used a qualitative method approach to collect data through unstructured interviews. The data was analyzed by identifying common patterns and themes and grouping them into various categories of key elements that arose during the interviews. The results reflect that preservice teachers at FSU have general knowledge, some skills, and may know a few resources to use to teach ELL students. However, they did not seem to have a good sense of the process of second language acquisition, and very few were involved in any learning outside of their teacher education program, reflecting that they engaged in limited self-directed learning. |
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