Torres, R. L. (1998) Meeting the demands for quality teachers: A case study of bilingual paraprofessional-to-bilingual-teacher training program (Paraprofessional). Dissertation Abstracts International, 59(06A), 1983. (University Microfilms No. AAG9838414)
Institution: University of Colorado at Bolder
THE FOLLOWING ABSRACT IS POSTED WITH THE WRITTEN PERMISSION OF THE AUTHOR
The training of paraprofessionals to become teachers has been a practice used to meet the high demand of educators. This practice represents a challenge because paraprofessionals require a training that will improve their knowledge and skills in areas like bilingual education. The Paraprofessional Teacher Training Program (PTTP), was designed as an innovative approach that trained paraprofessionals who were aspiring careers in education.
This dissertation studies and discusses the impact of the PTTP on four of its graduates in light of key program components and experiences that related to their formation. It is a case study that included in-depth teacher interviews and classroom observations. The relevance of this study resided in understanding the training program elements that impacted new teachers and why they feel empowered to teach after participating in the PTTP. The study asked the following: (1) What types of professional benefits do the teachers attribute to their participation in the PTTP? (2) What kinds of instruction do the teachers provide for their students and do the instruction and curriculum reflect the goals of the PTTP? (3) In what other ways are the goals of the after received formal training?
The results indicated that the post-training experiences of the participants notably contrasted with their experiences as paraeducators. Specifically, the data indicated that the program fulfilled the participants' desire for a personal education, and their knowledge of educational matters. The data also indicated that the program, (a) helped the participants develop some teaching competencies necessary to work with LEP students, (b) did not have any effect on some of the desired competencies, and (c) resulted in the development of competencies not included as part of the goals of the training. Finally, as a result of a cultural and linguistic immersion experiences in Mexico, the participants also acquired some background knowledge of the LEP students school culture and language which they claim helps them better understand and educate their LEP students.
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