[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-603444-105":59,"doc-detail-603444-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","developing-adult-learners-in-a-preservice-teacher-learning-community","Developing Adult Learners in a Preservice Teacher Learning Community","","A preservice teacher learning community at a California university guided adult learners in developing effective teaching practices for diverse students, especially English Language Learners. From spring 2008 to 2009, participants collaborated to design lesson plans and teach mathematics and literacy, using peer learning structures and evidence from teaching literature. Findings emphasize peer-generated perspectives, relationship building among teachers and students, and productive challenge of participants’ assumptions about instruction for English Language Learners.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/developing-adult-learners-in-a-preservice-teacher-learning-community/603444/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/developing-adult-learners-in-a-preservice-teacher-learning-community/603444.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the preservice teacher learning community?","Question",{"text":112,"@type":113},"It was created to guide adult learners in becoming able to effectively teach diverse learners, particularly English Language Learners.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did participants work during the spring quarter of 2008 to 2009?",{"text":117,"@type":113},"They engaged in collaboration to write lesson plans and teach mathematics and literacy to English Language Learners, while using structured forums and partner work.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the study find about how the community supported adult learner development?",{"text":121,"@type":113},"The community played an essential role through gaining multiple peer perspectives, building strong relationships with peers and students, and challenging participants’ assumptions about teaching English Language Learners.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},603444,1792116677,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Developing Adult Learners in a Preservice Teacher Learning Community  \nRuth Ahn  \nCalifornia State Polytechnic University, Pomona  \nA preservice teacher learning community at California Polytechnic University was created to guide adult learners in being able to effectively teach diverse learners. From the spring quarter of 2008 to 2009, these preservice teachers engaged in working with each other to write their own lesson plans and teach mathematics and literacy to English Language Learners. The findings from this study revealed that the learning community assumed an essential role in the development of these adult learners in the following areas: gaining multiple perspectives from their peers in exploring possible solutions, building strong relationships with their peers and students as the bases of their learning, and challenging their own assumptions about teaching English Language Learners.  \nIntroduction  \nOne of the most challenging aspects of guiding adult learners in preservice programs is preparing them to teach diverse populations, especially English Language Learners (Brisk, 2007; Hollins, 2008; Lucas, Villegas, & Freedson-Gonzalez, 2008; Valdes, Bunch, Snow, Lee & Matos, 2005; Walqui, 2008) . The Hispanic and English Language Learner (ELL) populations occupy approximately 50% and 25% respectively of California’s student population (State of California Education Profile, 2010); consequently, the need to address how to successfully teach these students and other diverse populations has become one of the central foci of teacher education programs. This is evidenced by the Teaching Performance Expectations developed by the California Commission on Teacher Credentialing. The urgency in preparing preservice teachers to teach diverse populations is heightened by Cochran-Smith and Zeichner (2005) who stated that a major challenge facing teacher education today is the preparation of teachers who can teach diverse populations, those students who come from different cultural, language, racial, and ethnic backgrounds. Their assertion stems from the alarming lack of achievement in mathematics and reading, especially among ethnic minority students nationwide. For example, in the United States, while 51% of White fourth-graders scored at or above the proficient level, only 15% of African American, 22% of Hispanic, and 26% of Native-American students reached such level in mathematics. Similarly in reading, while 42% of  \nCAPEA Education Leadership and Administration, Vol. 22—2010  \n©2011 DEStech Publications, Inc. 31  \n32 CAPEA Education Leadership and Administration  \nWhite fourth-graders scored at or above the proficient level, only 14% of African American, 17% of Hispanic, and 20% of Native-American students scored at the same level (NCES, 2007) .  \nIn order to respond to these urgent needs, a preservice teacher learning community was conceived by the author at a university in California to facilitate and guide adult learners in their learning to be able to effectively teach diverse learners. The idea of creating such a learning community is based on Hollins’(2006) assertion that:  \nTo truly improve teaching, urban schools need to transform their culture of practice from one that assumes that barriers to learning reside in the students to one that expects teachers to collectively assume responsibility for making sure all students learn (p.48) .  \nMoreover, according to Grossman, Wineburg, and Woolworth (2001), cultivating a teacher learning community promotes opportunities for teacher and student learning by enabling teachers to work together toward a common goal.  \nDuring the spring quarter of 2008, the first preservice teacher learning community consisting often adult learners was initiated in preparation fora summer program to tutor 20 low-performing 6th grade ELLs. One of the main features included a structured weekly forum to discuss literature on teaching diverse learners (Echevarria, Vogt, & Short, 2008; Gardner, 1983; H","cbCaigGIXQ6y7F7c","https://ap.wps.com/l/cbCaigGIXQ6y7F7c","pdf",101012,15,"English","# Introduction\n## Challenges in preparing preservice teachers for diverse learners\n## Learning community design and key instructional supports\n## Tutoring implementation and reflective practice","[{\"question\":\"What was the purpose of the preservice teacher learning community?\",\"answer\":\"It was created to guide adult learners in becoming able to effectively teach diverse learners, particularly English Language Learners.\"},{\"question\":\"How did participants work during the spring quarter of 2008 to 2009?\",\"answer\":\"They engaged in collaboration to write lesson plans and teach mathematics and literacy to English Language Learners, while using structured forums and partner work.\"},{\"question\":\"What did the study find about how the community supported adult learner development?\",\"answer\":\"The community played an essential role through gaining multiple peer perspectives, building strong relationships with peers and students, and challenging participants’ assumptions about teaching English Language Learners.\"}]","Developing Adult Learners in a Preservice Teacher Learning Community | PDF",1792096250,38]