Teachers, Families, and Communities Supporting English Language Learners in Inclusive Pre-Kindergartens: An Evaluation of a Professional Development Model

The purpose of the Teachers, Families, and Communities Supporting English Language Learners (TFC) project was to implement and evaluate a sustainable model of high-quality professional development focused on improving inclusive pre-kindergarten services for English Language Learners (ELL) and their...

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Bibliographic Details
Published in:Journal of early childhood teacher education 2010-01, Vol.31 (1), p.20-36
Main Authors: Hardin, Belinda J., Lower, Joanna K., Smallwood, Gretchen Robinson, Chakravarthi, Swetha, Li, Linlin, Jordan, Carol
Format: Article
Language:English
Subjects:
Early childhood education
English (Second Language)
English language
Faculty Development
Inclusive Schools
Language instruction
Mainstreaming
North Carolina
Preschool Children
Preschool Teachers
Professional development
Self Evaluation (Individuals)
Student Diversity
Teacher Education
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Summary:The purpose of the Teachers, Families, and Communities Supporting English Language Learners (TFC) project was to implement and evaluate a sustainable model of high-quality professional development focused on improving inclusive pre-kindergarten services for English Language Learners (ELL) and their families. The professional development program consisted of three interactive training sessions and on-site classroom coaching visits. The project evaluation consisted of an assessment of the professional development program (i.e., the training sessions and coaching) and teachers' self-assessments of their beliefs and practices. Results indicate that the professional development program supported pre-kindergarten teachers in their efforts to be responsive to ELL children in their classrooms and with their families. Results also indicate that pre-kindergarten teachers are in need of continued support as they work with linguistically and culturally diverse children and their families. Implications for future professional development focused on English Language Learners are discussed.
ISSN:1090-1027
1745-5642
DOI:10.1080/10901020903539580