Date of Award

January 2017

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching & Learning

First Advisor

Anne Walker

Abstract

This qualitative phenomenological study was developed to fill the gap in current research on what extent five teacher educators, from three Midwest and one Southwest teacher education program, are preparing English Language Learner (ELL) preservice teachers to collaborate in ELL teacher education. The results indicate that ELL teacher educators are not preparing ELL preservice teachers to collaborate for K-12 ELLs. The interview data supports the implication that teacher educators perceive some degree of programmatic reform in teacher education programs is necessary for the integration of collaboration for ELL education.

There are several recommendations resulting from this study. Teacher education programs should cultivate a culture of collaboration between ELL and general education teacher educators. Teacher education programs should require at minimum one course specifically designed about ELLs and ELL education to all preservice teachers, to include a field experience in an ELL classroom. It is recommended that teacher education programs begin to infuse foundational knowledge of ELLs into general education courses.

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