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Examining Professional Development and Support for In-Service Teachers of English Language Learners: Systematic Review of Literature
Abstract
Previous research has indicated bilingual and English as a second language (ESL) teachers do not feel that the in-service training in districts addresses their needs. Research has examined professional development (PD) teachers of ELs receive, and found that teachers do not feel prepared to teach ELs. Given these concerns, district leaders need research-based strategies and approaches when structuring and facilitating PD to better support teachers. There was a great need for empirical research on EL-related teacher PD. In this review, the researcher met this need by compiling empirical research on district-level teacher EL-related PD from 2005 through 2020 so that district leaders have a better idea of what works for teachers.
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