Department of Teaching, Learning and Teacher Education
Date of this Version
2017
Citation
Published in Bilingual Research Journal (2017) 40(2): 154-168.
Abstract
This qualitative study examined data from 36 teacher candidates and novice teachers to explore their perceptions and understandings of linguistic responsiveness. The findings illustrate the challenge of demonstrating linguistically responsive teaching practices in the early and initial stages of entering the teaching profession, and more research is necessary to understand how to support teachers.
Includes supplemental materials.
Included in
Curriculum and Instruction Commons, Teacher Education and Professional Development Commons
Comments
Copyright © 2017, National Association for Bilingual Education; published by Routledge/Taylor & Francis Group. Used by permission.