Salvato in:
| Autore principale: | |
|---|---|
| Natura: | Artículo científico |
| Lingua: | en |
| Pubblicazione: |
Arizona State University
2013
|
| Soggetti: | |
| Accesso online: | https://www.redalyc.org/articulo.oa?id=275029728055 |
| Tags: |
Aggiungi Tag
Nessun Tag, puoi essere il primo ad aggiungerne!!
|
Sommario:
- Classroom, the We Space: Developing Student-Centered Practices for Second Language Learner (SLL) Students Fernando Rodriguez-Valls Gregorio A. Ponce Educación observing Questioning apprenticeship teaching practices inclusive education Developing teaching practices that meet the needs of Second Language Learners (SLL) calls for models of apprenticeship in which teacher candidates acquire competency on how to create learning spaces where students discover, experience and construct knowledge rather than solely practicing skills. The aforesaid argument has an implication when defining the competency of highly qualified teachers as framed by the No Child Left Behind (NCLB) Act. This article presents a three-step teacher development process requiring teacher candidates first to observe and analyze exemplary teaching practices. Secondly, to help them build expertise on how to question students to ignite their inquiry. And, thirdly, to develop and implement their practices to create a classroom as the we space. The outcomes of this model suggest that highly qualified teachers could be better prepared to work with SLL when they are competent in creating inclusive, participatory learning environments, in which students are able to utilize, experiment, synthesize and evaluate knowledge. 2013 artículo científico 1068-2341 https://www.redalyc.org/articulo.oa?id=275029728055 en http://www.redalyc.org/revista.oa?id=2750 Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas application/pdf Arizona State University Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas (Estados Unidos de América) Vol.21