Pre-Service Teacher Perceptions of the Virtual Pedagogic Self while Teaching English Language Learners using a Simulated Learning Environment

ID: 50597 Type: Virtual Paper
  1. Rebecca Blankenship, Florida Agricultural and Mechanical University, United States

The purpose of the study here was to investigate how, using a simulated training program and Internet-based video conferencing program, a group of elementary pre-service teachers seeking ESOL endorsements could scaffold the language of a low Level 2 ELL. Using exploratory case study protocols (Yin, 2008) framed around the theories of sociocultural constructivism (Kanuka & Anderson, 1999; Vygotsky, 1978) and critical pedagogy (Freire, 1990), the components of one module from the ESOL II course that addressed hegemonic curriculum and teaching practices in social studies lessons were recreated in the virtual environments for analysis.The findings of this study suggested that, in order for positive collaboration with the ELL to occur, self-regulation and authentic pedagogic transformation among the pre-service teachers had to precede the actual language instruction.


Conference attendees are able to comment on papers, view the full text and slides, and attend live presentations. If you are an attendee, please login to get full access.