A Case Study of the Effectiveness of Online Graduate Teacher Education in TESOL

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH International Journal of Teacher Education and Professional Development Pub Date : 2022-01-01 DOI:10.4018/ijtepd.2022010102

Peter Adamy, Amy Correia, David R. Byrd

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Abstract

A cadre of school teachers took part in three semesters of online coursework to earn TESOL certification. They participated in a hybrid university math course and a face-to-face summer institute on effective teaching of math to English learners. Participants took pre and post-tests aligned to Common Core elementary mathematics content and the Praxis Test for Teachers of English to Speakers of Other Languages. They were observed teaching a math lesson in the beginning of the project to evaluate effectiveness in TESOL instructional strategies. A follow up observation was conducted the following semester. Both observations were scored using the sheltered instruction observation protocol (SIOP Model). Assessment and observation results indicated statistically significant growth in content and pedagogical knowledge and application. A qualitative analysis suggests flexibility in the form of online and hybrid courses, financial support, and practical application of new concepts to current practice are key factors in successful professional development for practicing teachers.

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在线研究生教师教育在TESOL中的有效性案例研究

学校的骨干教师参加了三个学期的在线课程，以获得TESOL认证。他们参加了一个混合的大学数学课程和一个面向英语学习者的有效数学教学面对面的暑期学院。参与者接受了与共同核心小学数学内容和英语教师向其他语言人士的实践测试相一致的前后测试。在项目开始时观察他们教数学课，以评估TESOL教学策略的有效性。下个学期进行了随访观察。两项观察均采用庇护指令观察协议(SIOP模型)评分。评估和观察结果显示，教学内容、教学知识和应用有统计学上的显著增长。一项定性分析表明，在线和混合课程形式的灵活性、财政支持以及新概念在当前实践中的实际应用是实践教师成功专业发展的关键因素。

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International Journal of Teacher Education and Professional Development

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75.00%

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