![]() ![]() Sociocultural Theory was used to answer the following research questions: (a) How does video-elicited reflection shape undergraduate teacher candidates’ beliefs about ELLs and instruction for ELLs? (b) How does video-elicited reflection affirm, challenge, or reconstruct teacher candidates’ beliefs about ELLs and instruction for ELLs? Data included interviews, written reflections, and a researcher’s journal. This research aimed to fill the gap in what is known about video reflection for ELL teacher preparation, and examined how three, undergraduate, final semester teacher candidates used V- Note (a video annotation tool), and instructional coaching to reflect on instruction for elementary-aged ELLs. Still, most of the empirical research that has been done on teacher candidates’ use of video reflection reports on general education, English-speaking student learning contexts, and the research that has been done on teacher candidates use of video to reflect on ELL instruction is limited. Video annotation tools provide affordances to teacher candidates’ understanding of pedagogy and support teacher professional development (Borko et al., 2008). Video refection and video annotation tools have become increasingly popular in teacher preparation (Calandra & Rich, 2015 Rich & Hannafin, 2009). More empirical research is needed to inform teacher preparation programs on the practices that work best to prepare teachers for effective ELL instruction. However, most US teachers hold misconceptions about ELLs and feel unprepared for ELL instruction (Coady, Harper, & de Jong, 2011). ![]() The dramatic increase in the ELL student population means that all mainstream classroom teachers will teach at least one ELL within their first year of graduating from a teacher preparation program. English Language Learners (ELLs) are students who speak a language other than English they are the fastest growing student population in United States’ (US) public schools and will include over 17 million students by the year 2020 (NCES,2015). ![]()
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