東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

Professional Development Program for Teachers of Multilingual Students: Through the Lenses of Active Theory Analytic and Reflective Practice Concept Frameworks.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Professional Development Program for Teachers of Multilingual Students: Through the Lenses of Active Theory Analytic and Reflective Practice Concept Frameworks./
Author:	Rocha da Cunha, Jacqueline Mary.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	272 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-01, Section: A.
Contained By:	Dissertations Abstracts International83-01A.
Subject:	Multicultural education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28546280
ISBN:	9798516934414

Professional Development Program for Teachers of Multilingual Students: Through the Lenses of Active Theory Analytic and Reflective Practice Concept Frameworks.
Rocha da Cunha, Jacqueline Mary.

Professional Development Program for Teachers of Multilingual Students: Through the Lenses of Active Theory Analytic and Reflective Practice Concept Frameworks. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 272 p.

Source: Dissertations Abstracts International, Volume: 83-01, Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2021.

This item must not be sold to any third party vendors.

The literature review on professional development programs has shown that providing professional learning to general education teachers where they can be more informed about working with multilingual students is effective in changing teacher attitudes and beliefs (Master, Loeb, Whitney, & Wyckoff, 2016; Mellom, Straubhaar, Balderas, Ariail, & Portes, 2018; Pettit, 2011). Unfortunately, there is a lack of literature that addresses the area of changes in professional practice when participating in training designed for teachers of multilingual students. This dissertation investigated a two-year professional development program specifically designed for teachers of multilingual students. The purpose of the professional development was to guide teachers in designing appropriate instruction to support language use in teaching multilingual students. This study aimed to provide further information on how teachers (1) generated and analyzed their own data to design appropriate instruction for multilingual students, (2) how they envisioned supporting student language learning within different classroom contexts, and (3) how or whether the professional development program influenced the ways in which teachers connected their new understandings to their practice in the classroom. To conduct this study, I used case study methodology to explore how qualitative research could prove useful for analyzing teacher learning. I relied on the model of the basic structure of the activity system (Engestrom, 1987, 1990, 1999) as an analytic framework and the concept of "boundary crossing" (proposed by Engestrom et al., 1995) for analyzing how two teams of educators deal with contradictions, negotiations, and resolutions as they improve and change their professional practice. Through the lens of reflective practice as a conceptual framework, I explored the impact of reflection on teachers' practice as they engage in the joint production of artifacts. Both frameworks helped to investigate the learning process of professionals in the construction of critical reflection, knowledge, and changes in practice. The present study informs educators, researchers, and stakeholders of the affordances and limitations of providing professional development opportunities specifically for educators that serve multilingual students where they can reflect critically and address potential contradictions between their paradigm and praxis as they implement new learning tools to their practice. .

ISBN: 9798516934414Subjects--Topical Terms:

526718
Multicultural education.
Subjects--Index Terms:

Activity system theory

Professional Development Program for Teachers of Multilingual Students: Through the Lenses of Active Theory Analytic and Reflective Practice Concept Frameworks.
LDR:03852nmm a2200385 4500 001 2343521
005 20220512065828.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798516934414
035 $a (MiAaPQ)AAI28546280
035 $a AAI28546280
040 $a MiAaPQ $c MiAaPQ
100 1 $a Rocha da Cunha, Jacqueline Mary. $3 3682095
245 1 0 $a Professional Development Program for Teachers of Multilingual Students: Through the Lenses of Active Theory Analytic and Reflective Practice Concept Frameworks.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 272 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-01, Section: A.
500 $a Advisor: Tochon, Francois.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a The literature review on professional development programs has shown that providing professional learning to general education teachers where they can be more informed about working with multilingual students is effective in changing teacher attitudes and beliefs (Master, Loeb, Whitney, & Wyckoff, 2016; Mellom, Straubhaar, Balderas, Ariail, & Portes, 2018; Pettit, 2011). Unfortunately, there is a lack of literature that addresses the area of changes in professional practice when participating in training designed for teachers of multilingual students. This dissertation investigated a two-year professional development program specifically designed for teachers of multilingual students. The purpose of the professional development was to guide teachers in designing appropriate instruction to support language use in teaching multilingual students. This study aimed to provide further information on how teachers (1) generated and analyzed their own data to design appropriate instruction for multilingual students, (2) how they envisioned supporting student language learning within different classroom contexts, and (3) how or whether the professional development program influenced the ways in which teachers connected their new understandings to their practice in the classroom. To conduct this study, I used case study methodology to explore how qualitative research could prove useful for analyzing teacher learning. I relied on the model of the basic structure of the activity system (Engestrom, 1987, 1990, 1999) as an analytic framework and the concept of "boundary crossing" (proposed by Engestrom et al., 1995) for analyzing how two teams of educators deal with contradictions, negotiations, and resolutions as they improve and change their professional practice. Through the lens of reflective practice as a conceptual framework, I explored the impact of reflection on teachers' practice as they engage in the joint production of artifacts. Both frameworks helped to investigate the learning process of professionals in the construction of critical reflection, knowledge, and changes in practice. The present study informs educators, researchers, and stakeholders of the affordances and limitations of providing professional development opportunities specifically for educators that serve multilingual students where they can reflect critically and address potential contradictions between their paradigm and praxis as they implement new learning tools to their practice. .
590 $a School code: 0262.
650 4 $a Multicultural education. $3 526718
650 4 $a Bilingual education. $3 2122778
650 4 $a Pedagogy. $3 2122828
653 $a Activity system theory
653 $a Educational practices
653 $a Professional development
653 $a Reflective teaching and practice
653 $a Secondary school teachers
653 $a Teachers of multilingual students
690 $a 0455
690 $a 0282
690 $a 0456
710 2 $a The University of Wisconsin - Madison. $b Curriculum & Instruction. $3 2093597
773 0 $t Dissertations Abstracts International $g 83-01A.
790 $a 0262
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28546280