Innovating the TESOL Practicum in Teacher Education: Design, Implementation, and Pedagogy in an Era of Change

Cover
Half Title
Series Information
Title Page
Copyright Page
Table of Contents
List of Contributors
Acknowledgments
1 Introduction: Contextualizing the TESOL Practicum in the Field of TESOL
Purpose of the Volume
Framing Teacher Learning Through the TESOL Practicum
Authentic Learning
Organization of the Volume
References
Part 1 The TESOL Practicum in an Era of Change
2 Building a More Resilient Approach to ELL Field Experience in Teacher Education
Introduction
Literature Review
Methodology
Survey
Interviews
Data Analysis
Survey Findings
Interview Findings
Face-to-Face Field Experience
Hybrid/Hy-Flex Field Experience
Virtual Field Experience
Web-based Field Experience
Discussions and Implications
References
3 A Turning Point in the TESOL Practicum: Navigating a Forced Move From In-Person to Online Practice Teaching
Introduction
Facing Pandemic in the SJSU Practicum Course
Designing the San José English Exchange
English Teaching as Meaning-Making: Three Key Challenge Areas
Adapting to a New Teaching and Learning Environment
New Obstacles and Opportunities for Mentoring
Dealing With Uncertainty, Change, and Division
Discussion
Lesson One: “Humanization” of Online Learners Is a Persistent and Important Challenge
Lesson Two: Virtual Exchange Heightens the Need for an Intercultural Approach
Lesson Three: In Terms of Technology, “Access To” and “Able To” Are as Important as “How To”
Lesson Four: In Virtual Classrooms, We Must Think Creatively About Mentoring and Support
Lesson Five: Virtual Field Experiences May Benefit All Teachers-In-Training
Notes
References
4 TESOL Practicum in the Pandemic Era: The Emotions and Strategies of Teacher Candidates
Introduction
Background Literature
Pre-service Teacher Education
Theoretical Lens: Teacher Emotions and Strategies
Methods
Setting and Participants
Data Collection and Analysis
Findings and Discussion
Emotional Challenges Encountered By Teacher Candidates
Adopting Strategies Specific to Pandemic-Era Student Teaching
Conclusions
References
5 Evolving the TESOL Practicum: Revisiting the Impact of EdTPA
Background
Methodology
Institutional Changes in TESOL Teacher Preparation
TESOL Cut Scores and Candidate Successes and Struggles With EdTPA
Perceptions of Overall Educational Value of EdTPA
Effects of EdTPA Preparation On Teacher Educators’ Practices
Impressions of the EdTPA Safety Net During the Pandemic
Conclusion
References
6 Advancing School–Family Coalitions and Cooperative Funds of Knowledge Through Virtual Teaching...
Introduction
Discussion Trajectory
Conceptualizing V-T&L Contexts
Funds of Knowledge
Gathering Experiences
Data Collection
Participants
Findings
Obstacles and Challenges
From Obstacles to Opportunities
Cooperative Funds of Knowledge
School–Family Coalitions
Implications
Engagement as Communication
Conclusions
References
Part 2 The TESOL Practicum in Community-Based Programs
7 Undertaking TESOL Practicum at the Adult ESL Community Outreach Program: Student Teachers’ Perceived...
Introduction
Background
Context
MA TESOL Practicum Course
The Adult ESL COP: Distinguishing Features and STs’ Tasks
Case Study
Methodology
Results
Affordances
Advantages and Disadvantages of Working With ESL Adults
Weekly Packets and Extensive Reading: STs’ Experiences
Discussion
Conclusion
Note
References
8 Situating the University Classroom in the Community to Create a Service-Learning...
Introduction
This Chapter
Service-Learning in Teacher Education
Service-Learning and English Language Learners
Methodology
Research Questions
Setting and Participants
Course-Connected Service-Learning
The Community Center
Participants
Service-Learning Program Description
Process
Data Collection and Analysis
Results
Parent Findings
Language Proficiency
Empowerment
Sense of Community
Gratitude
Pre-service Teacher Findings
Experience With Service-Learning
Civic Attitudes and Skills
Correcting Misconceptions
Challenges ELs Face
Theory to Practice
Cultural Responsiveness
Connecting With Parents
Request for Changes
Service-Learning as Rewarding and Fun
Limitations
Discussion and Implications for Future Research and Practice
References
Part 3 Innovating the TESOL Practicum
9 TESOL Teacher Candidates in Residency: Practice and Potential for Innovating the Practicum
Introduction
Conceptual Framework and Review of the Literature
Methodology
Context
TESOL Practicum Description
Participants
Data Analysis
Findings and Discussion
Culturally Efficacious
Agent of Change
Knowledgeable
Professional
Community-based
Implications and Conclusions
References
10 Undergraduate Practicum Design for Equity-Minded and Culturally and Linguistically Responsive Pre-Service TESOL Teachers
Introduction
Framework
Cultural and Linguistic Responsiveness
Teacher Disposition
Guided Analytical Reflection
Practicum Design
Methodology
Lessons Learned
Necessity of CLR Instruction
Teacher Dispositions
Design Impact
Challenges and Solutions
Future Directions
References
11 Context as Mediator in Language Teacher Learning During an International Practicum
Introduction
Theoretical Framework for the Practicum
Practicum Description
Setting and Learners
Practicum Design
Methodology
Impact On Teacher Learners
Developing Confidence as Non-Native English Speaking Teachers
Learning From the TL Community
Developing Reflective Practice
Broadening Perspectives On English Teaching
Lessons Learned
Contextual Advantages
Effective Practices
Challenges and Future Directions
Challenges
Future Directions
Notes
References
12 The Role of Practicum Mentors in Developing “Thinking Teachers”
Introduction
Mentoring in Teacher Education
The Practicum Course
Methodology
Lessons Learned
Mentors as Fostering Student Teacher Reflection
Building Trust
Co-Constructing Post-Observation Meetings
Drawing Attention to “Glows”
Teaching Specific Pedagogical Strategies
Guiding Understanding of Theory to Practice
Offering an Outsider Perspective
Mentors as Providing Emotional Support
Mentors in Relation to the Practicum Course
Impact of Mentoring
Conclusion
Notes
References
13 Infusing Simulation Technology in Teacher Preparation Programs: Improving English Learner Teaching Skills Through Digital Badges
Introduction
Validating and Documenting Micro-Credentialing Through Digital Badges
MELTS Digital Badges: Developing and Assessing English Learners’ Teaching Skills Through Simulation
Research Design and Methods
Data Collection
Instruments
The Skills Practice Session Exit Survey
The Teaching English Learners Classroom Observation Tool (TELCOT)
Participants
Data Analysis and Discussion
Perception of Effectiveness of Practice Sessions: The Skills Practice Session Exit Survey
Descriptive Statistics
Themes From Qualitative Data
Feedback
Avatar Interactions
Real-world Application
Preparation
Incorporating MELTS Microskills in Instruction: The Teaching English Learners Classroom Observation Tool (TELCOT)
Conclusions
References
14 Optimizing Practica Through Mixed-Reality Simulation in Teacher Education for TESOL
Introduction
Literature Review
Methods
Setting and Context
Participants
Mursion™ Classroom and the EL Avatar
Data Sources and Analysis
Findings
Davy, the EL Avatar
ESOL Pedagogy in Mixed-Reality Simulation
Discussion and Conclusion
Note
References
Part 4 Conclusion
15 Innovations, Challenges, and Future Directions for the TESOL Practicum
Current Trends and Innovations
TESOL Practicum Innovations
Challenges
Future Directions
Notes
References
Index