Abstract
The goals of this study were to (1) explore the attitudes of monolingual English pre-service teachers to teaching PreK to 5th grade dominant Spanish speakers who are learning English in a dual language program, and (2) to examine the teacher preparation program and its field experiences. The findings are discussed in terms of implications for teacher preparation programs, and the experiences that seemed most effective in supporting the pre-service teachers.
Topics
Preservice Teacher Preparation
Dual Language Programs