國立虎尾科技大學 |

Professional Development of Dual-Language Teachers : = Learning Communities as Potential Sites of Teacher Identity, Agency, and Advocacy.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Professional Development of Dual-Language Teachers :/
Reminder of title:	Learning Communities as Potential Sites of Teacher Identity, Agency, and Advocacy.
Author:	Jaar, Alcira.
Description:	1 online resource (172 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Subject:	Bilingual education. -
Online resource:	click for full text (PQDT)
ISBN:	9781369794571

Professional Development of Dual-Language Teachers : = Learning Communities as Potential Sites of Teacher Identity, Agency, and Advocacy.
Jaar, Alcira.

Professional Development of Dual-Language Teachers :Learning Communities as Potential Sites of Teacher Identity, Agency, and Advocacy. - 1 online resource (172 pages)

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2017.

Includes bibliographical references

Dual language programs are growing steadily in New York City public schools. Most dual-language programs are housed with other programs like general education, special education, or gifted and talented. Within such multiple program schools, dual-language teachers may or may not receive program-specific professional development. This qualitative case study used interviews, observations, and site-documentation to investigate the professional development that Spanish/English dual language teachers at three New York City public schools participated. It specifically explored bilingual teachers' participation in learning communities as potential sites for teacher agency, advocacy, and identity formation. The study found that although dual-language teachers participate in numerous professional development workshops, including learning communities, the majority of the professional development is not program-specific. Bilingual teachers are left with the task of translating general pedagogical practices into bilingual education, including creating bilingual materials and assessments, and defending the relevance of bilingual education within their own schools. This study also found that learning communities, when available, became sites where dual-language teachers' engaged in agency, advocacy, and identity formation. Dual-language teachers engaged in agency when they met on Saturdays to modify literacy curricula to meet the needs of their students. They also became advocates by collectively presenting the dual language program to new administrators with little or no knowledge of its mission. Finally, dual-language teachers shaped their identities by having ongoing interactions and discourse during learning communities with teachers with varied experiences. These findings suggest that in order for dual language programs to continue to grow and be successful, teachers need to participate in program-specific professional development, especially in ongoing learning communities, where teacher identity, agency, and advocacy are cultivated. Administrators play a key role in ensuring that their dual language teachers are receiving the professional development necessary for ongoing teacher and program growth. It is critical that Administrators facilitate the development of learning communities as a space to support and affirm dual-language teachers' beliefs on language and culture and the value of bilingualism.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369794571Subjects--Topical Terms:

1148431
Bilingual education.
Index Terms--Genre/Form:

554714
Electronic books.

Professional Development of Dual-Language Teachers : = Learning Communities as Potential Sites of Teacher Identity, Agency, and Advocacy.
LDR:03728ntm a2200349K 4500 001 912836
005 20180608130008.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9781369794571
035 $a (MiAaPQ)AAI10275096
035 $a (MiAaPQ)tc.columbia:10658
035 $a AAI10275096
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Jaar, Alcira. $3 1185386
245 1 0 $a Professional Development of Dual-Language Teachers : $b Learning Communities as Potential Sites of Teacher Identity, Agency, and Advocacy.
264 0 $c 2017
300 $a 1 online resource (172 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Adviser: Carmen M. Martinez-Roldan.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2017.
504 $a Includes bibliographical references
520 $a Dual language programs are growing steadily in New York City public schools. Most dual-language programs are housed with other programs like general education, special education, or gifted and talented. Within such multiple program schools, dual-language teachers may or may not receive program-specific professional development. This qualitative case study used interviews, observations, and site-documentation to investigate the professional development that Spanish/English dual language teachers at three New York City public schools participated. It specifically explored bilingual teachers' participation in learning communities as potential sites for teacher agency, advocacy, and identity formation. The study found that although dual-language teachers participate in numerous professional development workshops, including learning communities, the majority of the professional development is not program-specific. Bilingual teachers are left with the task of translating general pedagogical practices into bilingual education, including creating bilingual materials and assessments, and defending the relevance of bilingual education within their own schools. This study also found that learning communities, when available, became sites where dual-language teachers' engaged in agency, advocacy, and identity formation. Dual-language teachers engaged in agency when they met on Saturdays to modify literacy curricula to meet the needs of their students. They also became advocates by collectively presenting the dual language program to new administrators with little or no knowledge of its mission. Finally, dual-language teachers shaped their identities by having ongoing interactions and discourse during learning communities with teachers with varied experiences. These findings suggest that in order for dual language programs to continue to grow and be successful, teachers need to participate in program-specific professional development, especially in ongoing learning communities, where teacher identity, agency, and advocacy are cultivated. Administrators play a key role in ensuring that their dual language teachers are receiving the professional development necessary for ongoing teacher and program growth. It is critical that Administrators facilitate the development of learning communities as a space to support and affirm dual-language teachers' beliefs on language and culture and the value of bilingualism.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Bilingual education. $3 1148431
650 4 $a Teacher education. $3 1148451
650 4 $a Elementary education. $3 1148439
650 4 $a Education. $3 555912
655 7 $a Electronic books. $2 local $3 554714
690 $a 0282
690 $a 0530
690 $a 0524
690 $a 0515
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Teachers College, Columbia University. $b International and Transcultural Studies. $3 1185387
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10275096 $z click for full text (PQDT)