Abstract
The purpose of this research was to examine the use of mind-mapping as a classroom strategy for identifying and assessing the knowledge base of pre-service teachers as they prepare to work with English Learners (ELs) in mainstream classrooms. Using mind maps, the study identified the pre-service teachers’ knowledge base on ELs at the beginning of a 3-week service-learning course and in what areas they were able to grow. Using an action research framework and thematic analysis of the phrases written on mind maps, researchers were able to identify eleven themes prioritized by the pre-service teachers. Analysis of the mind maps revealed that pre-service teachers grew in ways that developed their knowledge of 1) supporting ELs through specific classroom strategies, 2) building awareness of and appreciating cultural diversity, 3) approaching language learning with an asset-oriented mindset, and 4) gaining a basic understanding of second language acquisition. The study found that mind maps are a helpful tool for identifying what pre-service teachers find meaningful about working with ELs as well as a source for data to inform teacher educators as they design and implement curriculum and experiences in teacher preparation that focus on ELs.
 Key Words: Mind Maps, Teacher Preparation, English Learners
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.