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Exploring The Role Of Mentor Teaching, Through A Co-Teaching Model, In Secondary Teachers’ Beliefs, Practices, And Self-Efficacy Toward English Learners: A Multiple-Case Study, Terry E. Flora

Dissertations

This dissertation presents the findings of an exploratory, multiple-case study in which eight public secondary school teachers engaged in a professional development (PD) program centered on improving teacher instruction for English learners (ELs). The participants worked as co-teachers with teacher credential candidates, serving as both mentors and collaborators in professional development. The PD program focused on improving participants’ instructional practices with ELs as a way to support the high numbers of ELs enrolled in California public schools. The PD included cycles of inquiry, collaborative dialogue within a professional learning community, working with a university consultant, ongoing reflection, and collaborating with …