Scott Kissau

Perceptions of Self-Efficacy for Two Types of Second Language Methods Instruction

A mixed method design was used to investigate the effects of online second language (L2) methodology instruction on the sense of efficacy of teacher-candidates enrolled in initial licensure programs for L2 teachers. More specifically, the researcher examined the extent to which L2 teacher-candidates completing online L2 methodology instruction perceived themselves to be less confident in their ability to teach L2 learners upon completion of their coursework than did their counterparts who completed the same instruction in a F2F setting. Results of the study emphasized the confidence-related benefits of F2F L2 methodology instruction. Completers of the F2F courses experienced a significantly greater increase in confidence to teach L2 learners than did their online peers in regard to all but three of the 16 survey items measuring teacher efficacy. Data suggested that observing demonstrations of teaching strategies and witnessing classroom dynamics allowed the teacher-candidates in the F2F classes to see how the factual knowledge they learned transferred to actual classroom practice. This study speaks about the benefits of hybridized models of methodology instruction and provides a framework for fully online methodology courses that simulate best F2F teaching practices.

Type of instructional delivery and second language teacher candidate performance: online versus face-to-face

Research conducted over the past decade has consistently reported no significant differences in learning outcomes for students of fully online or face-to-face (F2F) instruction. Only a small number of these studies, however, have focused on courses in second language (L2) teacher preparation programs. Even fewer studies have compared the impact of online and F2F instruction on classroom practice. To fill this void in the research, an investigation was conducted of the impact of method of instructional delivery on the performance of teacher candidates in a Teaching English as a Second Language (TESL) program during their culminating student teaching internship. Focusing on a group of TESL interns who completed either online or F2F methodology training, a mixed methodology was used to compare student teacher outcomes on two key performance assessments and to compare university supervisor perceptions of student teacher performance. While the type of instructional setting was not found to significantly impact the teaching performance of the interns, interview data suggested that support from a cooperating teacher and prior experience working with students of diverse language and cultural backgrounds strongly influenced the teacher candidates’ instructional practices.

Investigating the Impact of edTPA Professional Development on Classroom Practice and Student Teaching Experience

In an era of increased teacher accountability, teacher preparation programs across the country are faced with increasing pressure to adopt rigorous and high stakes performance-based assessments, such as edTPA, that provide data-based evidence that their candidates are ready to teach upon program completion. Furthermore, in response to new accreditation standards for teacher training programs established by the Council for Accreditation of Educator Preparation, colleges of education are now required to demonstrate enduring and mutually beneficial partnerships with K-12 partners. Given the influence of the K-12 cooperating teacher (CT) on candidate classroom practice, providing professional development (PD) to CTs on edTPA represents a possible means of accomplishing both goals. This study examined the impact of an edTPA PD workshop designed specifically for CTs on CT practice and candidate edTPA scores. Results suggest that candidates placed with CTs who have received edTPA PD can benefit from increased CT knowledge about the edTPA assessment.

Foreign Language Teaching: An International Comparison of Teacher Beliefs

Recent research has reported professional agreement among foreign language (L2) teachers with respect to the beliefs and behaviors associated with effective L2 teaching. While such research may contribute to an emerging professional consensus, it must be acknowledged that the participating teachers in the related studies were all living and working in the United States. To better understand if the teaching beliefs agreed upon by hundreds of American L2 teachers are supported by L2 teachers in other countries, the researchers used a mixed methodology to compare the beliefs of over 250 L2 teachers and L2 teacher candidates in the United States and Germany to investigate the extent to which the two groups shared similar beliefs about L2 teaching. The studys results suggested there to be a core set of fundamental beliefs associated with effective L2 teaching held by both groups. However, they also underscored the influence of contextual factors in each country on the degree to which various beliefs and behaviors associated with L2 teaching are deemed appropriate. These results serve to inform all teachers currently teaching or planning to teach an L2 abroad.

Reading Comprehension Strategies: An International Comparison of Teacher Preferences

In response to international concern over poor reading skills among adolescent learners, teachers of these students are encouraged to integrate reading comprehension instruction into their classrooms. To increase the likelihood that reading comprehension strategies are effectively used in schools, teachers in all content areas need extensive practice using targeted strategies that are viewed as beneficial in regard to their particular area of expertise. To better understand what strategies are viewed as beneficial in different content areas, two teacher educators investigated the preferred reading comprehension strategies of teacher-candidates in Germany and the United States of America in regard to a variety of different contexts. Using a survey to collect both quantitative and qualitative data, the researchers were able to identify common preferences among participants from both countries. While supporting the reported benefits of teaching reading comprehension strategies, the results of the study also suggested that some of these strategies are better suited to specific content area instruction than others.