Professional Development Principles for Teachers of English Language Learners
Since effective professional development is logically embedded in the reality of schools and teachers‘ work, it stands to reason that the principal would consider that reality for teachers of English language learners (ELL). Certainly, in general, professional development would incorporate principle...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Ralph W. Steen Library, Stephen F. Austin State University
2012-01-01
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| Series: | School Leadership Review |
| Online Access: | https://scholarworks.sfasu.edu/cgi/viewcontent.cgi?article=1113&context=slr |
| _version_ | 1818418835885129728 |
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| author | Beverly J. Irby Cindy Guerrero Rafael Lara-Alecio Fuhui Tong Linda Rodriguez |
| author_facet | Beverly J. Irby Cindy Guerrero Rafael Lara-Alecio Fuhui Tong Linda Rodriguez |
| author_sort | Beverly J. Irby |
| collection | DOAJ |
| description | Since effective professional development is logically embedded in the reality of schools and teachers‘ work, it stands to reason that the principal would consider that reality for teachers of English language learners (ELL). Certainly, in general, professional development would incorporate principles of adult learning as reported by Knowles (1980): (1) adult learners need to be self-directed; (2) they display readiness to learn when they have a perceived need; and (3) they desire immediate application of new skills and knowledge. Based on adult learning theory, then, principals would provide teachers of ELLs professional development that addresses a need for self-direction, that addresses their particular needs, and that addresses the desire to apply what is learned. Time and created situations whereby teachers can dialogue with other teachers and principals can dialogue with other principals is critical for the effective application of the knowledge gained in professional development sessions and afterward as well. |
| first_indexed | 2024-12-14T12:29:00Z |
| format | Article |
| id | doaj.art-c124b8582ede44eb9ec147938f40582c |
| institution | Directory Open Access Journal |
| issn | 1559-4998 |
| language | English |
| last_indexed | 2024-12-14T12:29:00Z |
| publishDate | 2012-01-01 |
| publisher | Ralph W. Steen Library, Stephen F. Austin State University |
| record_format | Article |
| series | School Leadership Review |
| spelling | doaj.art-c124b8582ede44eb9ec147938f40582c2022-12-21T23:01:14ZengRalph W. Steen Library, Stephen F. Austin State UniversitySchool Leadership Review1559-49982012-01-01713646Professional Development Principles for Teachers of English Language LearnersBeverly J. Irby0Cindy Guerrero1Rafael Lara-Alecio2Fuhui Tong3Linda Rodriguez4Sam Houston State UniversityTexas A&M UniversityTexas A&M UniversityTexas A&M UniversitySam Houston State UniversitySince effective professional development is logically embedded in the reality of schools and teachers‘ work, it stands to reason that the principal would consider that reality for teachers of English language learners (ELL). Certainly, in general, professional development would incorporate principles of adult learning as reported by Knowles (1980): (1) adult learners need to be self-directed; (2) they display readiness to learn when they have a perceived need; and (3) they desire immediate application of new skills and knowledge. Based on adult learning theory, then, principals would provide teachers of ELLs professional development that addresses a need for self-direction, that addresses their particular needs, and that addresses the desire to apply what is learned. Time and created situations whereby teachers can dialogue with other teachers and principals can dialogue with other principals is critical for the effective application of the knowledge gained in professional development sessions and afterward as well.https://scholarworks.sfasu.edu/cgi/viewcontent.cgi?article=1113&context=slr |
| spellingShingle | Beverly J. Irby Cindy Guerrero Rafael Lara-Alecio Fuhui Tong Linda Rodriguez Professional Development Principles for Teachers of English Language Learners School Leadership Review |
| title | Professional Development Principles for Teachers of English Language Learners |
| title_full | Professional Development Principles for Teachers of English Language Learners |
| title_fullStr | Professional Development Principles for Teachers of English Language Learners |
| title_full_unstemmed | Professional Development Principles for Teachers of English Language Learners |
| title_short | Professional Development Principles for Teachers of English Language Learners |
| title_sort | professional development principles for teachers of english language learners |
| url | https://scholarworks.sfasu.edu/cgi/viewcontent.cgi?article=1113&context=slr |
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