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Professional Development for Teachers of English Learners (ELs): How Constructivist Thinking and Culturally Responsive Pedagogy Can Support Best Practice for ELs

Professional Development for Teachers of English Learners (ELs): How Constructivist Thinking and Culturally Responsive Pedagogy Can Support Best Practice for ELs

Christina T. Kozlowski
Copyright: © 2021 |Pages: 22
ISBN13: 9781799890263|ISBN10: 1799890260|EISBN13: 9781799890270
DOI: 10.4018/978-1-7998-9026-3.ch054
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MLA

Kozlowski, Christina T. "Professional Development for Teachers of English Learners (ELs): How Constructivist Thinking and Culturally Responsive Pedagogy Can Support Best Practice for ELs." Research Anthology on Culturally Responsive Teaching and Learning, edited by Information Resources Management Association, IGI Global, 2021, pp. 1019-1040. https://doi.org/10.4018/978-1-7998-9026-3.ch054

APA

Kozlowski, C. T. (2021). Professional Development for Teachers of English Learners (ELs): How Constructivist Thinking and Culturally Responsive Pedagogy Can Support Best Practice for ELs. In I. Management Association (Ed.), Research Anthology on Culturally Responsive Teaching and Learning (pp. 1019-1040). IGI Global. https://doi.org/10.4018/978-1-7998-9026-3.ch054

Chicago

Kozlowski, Christina T. "Professional Development for Teachers of English Learners (ELs): How Constructivist Thinking and Culturally Responsive Pedagogy Can Support Best Practice for ELs." In Research Anthology on Culturally Responsive Teaching and Learning, edited by Information Resources Management Association, 1019-1040. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-9026-3.ch054

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Abstract

This chapter focuses on the role of professional development in supporting teacher capacity for instructing English learners (ELs) while placing the reader at the intersection of three significant areas of research as they relate to ELs: culturally responsive teaching, effective PD, and constructivism. These lenses merge to highlight the important role theory coupled with pedagogical practices influence instruction. The research in this chapter provides key findings from the field as well as recommendations for how to utilize constructivism and culturally responsive pedagogy when planning effective PD. This chapter argues that in order for even well-designed reform models of PD to create sustained instructional change, there must be inclusion of deeper conceptual understanding of second language acquisition (SLA) and culturally responsive teaching.

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