Change in preservice teacher beliefs about inclusion, responsibility, and culturally responsive pedagogy for English learners

This study examines the effectiveness of a specially designed intervention in changing preservice teacher beliefs about the education of linguistically diverse students. The experiment involved a semester-long online letter exchange with English learner (EL) pen pal partners from two public schools. The research questions included: What effect did participation in an E-Pal exchange program have on content-area preservice K–12 teachers’ beliefs...