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Findings highlight relationships, effective planning and implementation, and confidence through critical reflection, feedback, and modeling.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/teacher-candidates-dispositions-toward-english-learners-the-impact-of-field-experiences/590982/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/teacher-candidates-dispositions-toward-english-learners-the-impact-of-field-experiences/590982.png","ImageObject",300,407,{"name":42,"@type":43},"McQueen","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What teacher preparation activities were central to the study?","Question",{"text":62,"@type":63},"The study focused on a one-on-one tutoring practicum with an English Learner and a semester-long student teaching experience in a linguistically diverse classroom.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What methods and data sources did the researchers use?",{"text":67,"@type":63},"Data came from three semi-structured interviews, a tutoring portfolio, classroom observations, and student teaching artifacts.",{"name":69,"@type":60,"acceptedAnswer":70},"How did field experiences affect teacher candidates?",{"text":71,"@type":63},"Field experiences helped candidates develop relationships with English Learners, plan and implement effective learning experiences, and build confidence through critical reflection, feedback, and modeling.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},590982,1792438184,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Teacher Candidates’ Dispositions Toward English Learners: The Impact of Field Experiences  \nRonald M. Shultz, Ph.D. Eastern Mennonite University  \nAbstract  \nThis article explores the experiences of seven elementary teacher candidates and their participation in varied field experiences during the last year of their teacher preparation program in response to the question: In what ways does a one-on-one tutoring practicum with an English Learner (EL) and a semester-long student teaching experience in a linguistically diverse classroom impact the dispositions of elementary teacher candidates and their efforts to support ELs in the mainstream classroom? As is characteristic of an interpretivist approach to a collective case study inquiry, data sources included three semi-structured interviews, a tutoring portfolio, several classroom observations, and various artifacts from the student teaching experience. The study confirmed the significant value of field experiences for teacher candidates, particularly as they were given opportunity to develop meaningful relationships with the EL students, practice planning and implementing effective learning experiences, and gain increased confidence in their ability to support ELs in their learning through critical reflection, feedback, and modeling. The study revealed the benefit of cross-cultural learning and second language proficiency for enhancing the dispositions of teacher candidates in preparation for working with ELs.  \nKeywords: teacher education, teacher candidates, dispositions, English learners, field experiences, linguistic diversity  \nAILACTE Journal 67  \nShultz  \nIntroduction  \n“I don’t know what I’d do if a new student came to my classroom and didn’t know how to speak any English!”(Donna, teacher candidate).“Is it possible for teacher ed. programs to offer practicums specific to EL classrooms?”(Lacey, teacher candidate).  \nThese teacher candidates (TCs) shared these comments after participating in a Jigsaw activity during which they had discussed with their peers some articles on the topic of supporting readers who, for various reasons, are not reading on grade level. Their evident discomfort and inexperience with relating to English learners (ELs) in the mainstream elementary classroom is representative of the perceptions of most pre-service teachers (Samson & Collins, 2012), and even the majority of in-service teachers (Ross, 2014).  \nIn 2000, 61% ofK–12 public school students were white. By 2015, this percentage dropped to 49%(NCES, Feb. 2019). The percentage ofK–12 students in U.S. public schools identified as English learners in 2016 was 9.6%, up from 8.1% in 2000 (NCES, May 2019). A language other than English is spoken in the homes of more than one in five students in this country (López, Scanlan,& Gundrum, 2013). This is in contrast to the relative stagnation of white monolingual teacher candidates who continue to enter the profession. According to 2016 data reports (NCES, Feb. 2019), 80% ofK–12 public school teachers are white. At 13%, few teachers, regardless of ethnicity, are proficient in a language other than English (Williams, Garcia, Connally, Cook & Dancy, 2016). Even though various programs throughout the U.S. have sought to address the unique needs ofELs (Jimenez-Silva, Olson,& Jimenez Hernandez, 2012; Nutta, Mokhtari, & Strebel, 2012), including those instituted by both state and federal policies, the achievement gap for this growing number of students remains stable (Gándara & Santibañez, 2016). The benefits of bilingual education are many; however, less than five percent of all ELs enroll in these programs. The others are educated in mainstream classes with minimal supports from specially trained educators (Coady, Harper & de Jong, 2011). Based on a comparative study of both pre-service and in-service teachers and their beliefs about  \n68 AILACTE Volume XVII 2020  \nTeacher Preparation and English Learners  \nteaching ELs, the majority of all participants fel","cbCaiikmnlqDiyhJ","https://ap.wps.com/l/cbCaiikmnlqDiyhJ","pdf",193305,23,"English","# Introduction\n## Theoretical Framework","[{\"question\":\"What teacher preparation activities were central to the study?\",\"answer\":\"The study focused on a one-on-one tutoring practicum with an English Learner and a semester-long student teaching experience in a linguistically diverse classroom.\"},{\"question\":\"What methods and data sources did the researchers use?\",\"answer\":\"Data came from three semi-structured interviews, a tutoring portfolio, classroom observations, and student teaching artifacts.\"},{\"question\":\"How did field experiences affect teacher candidates?\",\"answer\":\"Field experiences helped candidates develop relationships with English Learners, plan and implement effective learning experiences, and build confidence through critical reflection, feedback, and modeling.\"}]","Teacher Candidates’ Dispositions Toward English Learners - The Impact of Field Experiences | PDF",1792070863,58]