Differing Teaching Formats: Pre-Service Teachers' Professional Competency Development in Linguistically Responsive Teaching

Teaching multilingual learners in content classrooms is still a challenge for most teachers due to the fact that teacher education is still lacking consistent concepts in this area. Hence, opportunities to learn in teacher education programs need to be examined with regard to content, structure and...

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Main Authors: Hammer Svenja (Author), Berkel-Otto Lisa (Author)
Format: Book
Published: De Gruyter, 2019-12-01T00:00:00Z.
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042 |a dc 
100 1 0 |a Hammer Svenja  |e author 
700 1 0 |a Berkel-Otto Lisa  |e author 
245 0 0 |a Differing Teaching Formats: Pre-Service Teachers' Professional Competency Development in Linguistically Responsive Teaching 
260 |b De Gruyter,   |c 2019-12-01T00:00:00Z. 
500 |a 2544-7831 
500 |a 10.1515/edu-2019-0018 
520 |a Teaching multilingual learners in content classrooms is still a challenge for most teachers due to the fact that teacher education is still lacking consistent concepts in this area. Hence, opportunities to learn in teacher education programs need to be examined with regard to content, structure and format. This study deals with the question whether the competencies needed to teach multilingual learners are actually learnable through opportunities to learn in university classes. Three different class formats were examined: 100% online via an e-learning platform, 100% face-to-face, and a blended learning version (50% online, 50% face-to-face). The learning outcome was measured in a pre-post-design on the basis of the level of competency concerning teaching multilingual learners (DaZKom). First results indicate that the competencies to teach multilingual learners increase through the opportunities to learn we offered. Furthermore, the study shows that all three class formats resulted in an increase in competency. The study reaches the conclusion that further opportunities to learn are needed for teachers to be adequately prepared to facilitate multilingual learners in content classrooms. 
546 |a EN 
690 |a linguistically responsive teaching 
690 |a multilingual learners 
690 |a teacher education 
690 |a competency assessment 
690 |a e-learning 
690 |a blended learning 
690 |a Education 
690 |a L 
655 7 |a article  |2 local 
786 0 |n Open Education Studies, Vol 1, Iss 1, Pp 245-256 (2019) 
787 0 |n https://doi.org/10.1515/edu-2019-0018 
787 0 |n https://doaj.org/toc/2544-7831 
856 4 1 |u https://doaj.org/article/bdae009748a1431d82a55f71e55d4c1c  |z Connect to this object online.