"My greatest challenge happens to be my greatest success": Overcoming barriers during an early preservice teacher practicum with a high percentage of dual language learners. (September 2019)

• Record Type: Journal Article
• Authors: Durham, Sean; Harrison, Jamie; Barry, Nancy H
• Is Part Of: Journal of early childhood research. Volume 17:Number 3(2019)
• Page Start: 247
• Page End: 259
• Publication Date: 2019-09
• Subjects: child-centered curriculum -- curriculum planning -- dual language learners -- developmentally appropriate practices -- early childhood teacher education -- teacher education; Child development -- Periodicals; Child psychology -- Periodicals; Early childhood education -- Periodicals; 305.231
• DOI: 10.1177/1476718X19860556
• Languages: English
• ISSNs: 1476-718X

Abstract

This qualitative study investigated preservice teachers' experiences working with dual language learners within an early university-based practicum with young children. Our data were multiple reflective journal entries that each preservice teacher composed during the practicum. Our initial analysis revealed a subset of preservice teachers who described major challenges in their initial work with dual language learners but ultimately formed more professional dispositions toward working with this population. A constructivist paradigm guided our further collaborative, iterative coding process that yielded three principal themes: (1) struggling to connect with dual language learners, (2) trying out "child-centered" approaches, and (3) articulating a sense of professional empowerment. Additional research is needed to support teacher educators in their mission to empower all early childhood teachers to work effectively with dual language learners.