Inservice Preparation for Mainstream Teachers of English Language Learners : a Review of the Empirical Literature
Journal / Book Title
The empirical literature regarding the nature and outcomes of inservice learning opportunities for mainstream teachers of ELLs reveals that such opportunities give primary emphasis to developing teachers’ pedagogical knowledge and skills but also give attention to encouraging teachers to learn about their students, curriculum, and school context; engage in inquiry about their own practice; deepen their subject knowledge for teaching ELLs; analyze and change beliefs; and develop identities as teachers of ELLs.
MSU Digital Commons Citation
Lucas, Tamara; Strom, Kathryn J.; Bratkovich, Meghan; and Wnuk, Jennifer, "Inservice Preparation for Mainstream Teachers of English Language Learners : a Review of the Empirical Literature" (2018). Department of Educational Foundations Scholarship and Creative Works. 2.
Lucas, T., Strom, K., Bratkovich, M., & Wnuk, J. (2018). Inservice Preparation for Mainstream Teachers of English Language Learners: A Review of the Empirical Literature. Educational Forum, 82(2), 156–173. https://doi.org/10.1080/00131725.2018.1420852