Journal of Educational Media and Library Sciences


Vol. 40 No. 1 , Pages 14 - 30 , 2002

An Eclectic, Technology-enriched Professional Development Model in ESOL for Teacher Trainers

Karen Wolz VERKLER, Cynthia J. HUTCHINSON, Gail WEST, & Migdalia PAGÁN

Abstract

As Florida’s K-12 school populations continue to increase in cultural and linguistic diversity, the demand for teachers qualified to meet their needs becomes critical. Previously within the domain of Florida’s school districts, professional development in ESOL (English for Speakers of Other Languages) has shifted to colleges of education. The grave reality, however, is that most teacher educators responsible for this training are themselves lacking expertise in this area. In order to provide their faculty with professional development in ESOL, colleges of education are following a variety of models. This article chronicles a professional development model that is being implemented at a large, metropolitan university in Florida. The project, eclectic in its approach, includes (1) face-to-face whole group presentations by experts in the field, (2) on-line exercises and quizzes, (3) small group sessions facilitated by ESOL Task Force mentors, and (4) course and module development. The authors also share faculty reactions to components of the professional development training.

Keywords: TESOL; faculty professional development; teacher education; on-line course

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