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Date of Graduation
Spring 2012
Document Type
Thesis
Degree Name
Master of Science in Education (MSEd)
Department
Department of Learning, Technology and Leadership Education
Abstract
Certification and professional development are widely discussed topics in the field of adult education. What is less discussed is the role and impact of those topics for adult ESOL (English for Speakers of Other Languages) instructors specifically. This research examined the certification requirements for ESOL instructors to determine how those requirements could be individualized for full-time, part-time, and volunteer ESL instructors and tutors. The impact of teacher preparation on the in-service professional development preferences of adult ESOL instructors was also studied. The research design involved a mixed methods approach, employing the use of a survey and semi-structured individual interviews. This study used purposive and convenience sampling to recruit full-time, part-time, and volunteer adult ESOL instructors and tutors. Results suggested an individualized approach to the implementation of certification and professional development requirements for adult ESOL instructors with varying roles as full-time, part-time, and volunteer instructors. Findings from this research will be used to inform policy makers, program administrators, instructors, and all other adult education practitioners about the needs, preferences, and perspectives of adult ESOL instructors, and their individual preferences as related to their work status.
Recommended Citation
Gillison, Constance M., "Individualizing certification requirements and professional development for adult ESOL teachers: Differences between full-time, part-time, and volunteer teachers" (2012). Masters Theses, 2010-2019. 222.
https://commons.lib.jmu.edu/master201019/222
