Investigating Preservice ESL Teacher Development in an Undergraduate TESOL Licensure Program

Investigating Preservice ESL Teacher Development in an Undergraduate TESOL Licensure Program

Bibliographic Details
Main Author: Zhang, Wenli
Language:English
Published: The Ohio State University / OhioLINK 2020
Subjects:
English As A Second Language
Teacher Education
Online Access:http://rave.ohiolink.edu/etdc/view?acc_num=osu1595334221908873
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spelling ndltd-OhioLink-oai-etd.ohiolink.edu-osu15953342219088732021-08-03T07:15:53Z Investigating Preservice ESL Teacher Development in an Undergraduate TESOL Licensure Program Zhang, Wenli English As A Second Language Teacher Education Very few studies in language teacher education have extensively scrutinized how multiple factors influence preservice ESL teacher development. Therefore, a more comprehensive exploration of preservice ESL teachers’ learning process is needed to portray the complex activity holistically, and more attention should be given to their participation in teacher education programs. Adopting activity theory—in particular the concept of appropriation (Grossman et al., 1999), I used a qualitative case study approach to investigate preservice ESL teacher development, particularly focusing on the ability to appropriate pedagogical tools, in an undergraduate TESOL licensure program in a college of education at a large state university in the United States. Six preservice ESL teachers, including three focal preservice ESL teacher participants, enrolled in this study. Other participants included the program manager of the undergraduate TESOL licensure program, two university supervisors, and three in-service teachers who served as mentors during the preservice ESL teachers’ student teaching at the K-12 school field sites. Data were gathered from interviews, observations of an undergraduate reflective seminar course and the focal preservice ESL teachers’ student teaching, concept maps created by the preservice ESL teachers, and collection of relevant documents. I also considered the preservice ESL teachers’ lived experiences when analyzing the factors that influenced their tool appropriation in teaching. Findings of this study have revealed that preservice ESL teachers’ experiences in teacher education programs and at school field sites can overcome the influence of their apprenticeship of observation (Lortie, 1975). In addition, this study has discovered the impactful influence of mentor teachers on preservice ESL teacher development. It also reiterates the irreplaceability of teacher education programs and reemphasizes the importance of the partnership between teacher education programs and field experiences in school field settings. Therefore, this holistic investigation has illuminated our understanding of how multiple factors affect preservice ESL teacher development. 2020-11-13 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1595334221908873 http://rave.ohiolink.edu/etdc/view?acc_num=osu1595334221908873 restricted--full text unavailable until 2025-08-25 This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
collection NDLTD
language English
sources NDLTD
topic English As A Second Language
Teacher Education
spellingShingle English As A Second Language
Teacher Education
Zhang, Wenli
Investigating Preservice ESL Teacher Development in an Undergraduate TESOL Licensure Program
author Zhang, Wenli
author_facet Zhang, Wenli
author_sort Zhang, Wenli
title Investigating Preservice ESL Teacher Development in an Undergraduate TESOL Licensure Program
title_short Investigating Preservice ESL Teacher Development in an Undergraduate TESOL Licensure Program
title_full Investigating Preservice ESL Teacher Development in an Undergraduate TESOL Licensure Program
title_fullStr Investigating Preservice ESL Teacher Development in an Undergraduate TESOL Licensure Program
title_full_unstemmed Investigating Preservice ESL Teacher Development in an Undergraduate TESOL Licensure Program
title_sort investigating preservice esl teacher development in an undergraduate tesol licensure program
publisher The Ohio State University / OhioLINK
publishDate 2020
url http://rave.ohiolink.edu/etdc/view?acc_num=osu1595334221908873
work_keys_str_mv AT zhangwenli investigatingpreserviceeslteacherdevelopmentinanundergraduatetesollicensureprogram
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