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Articles 1 - 18 of 18
Full-Text Articles in Education
Preparing For Multiculturalism: An Analysis Of The Perceived Preparedness Of Pre-Service Teachers For Teaching In Diverse Classrooms, Nelsilva Wolf
Preparing For Multiculturalism: An Analysis Of The Perceived Preparedness Of Pre-Service Teachers For Teaching In Diverse Classrooms, Nelsilva Wolf
Honors College Theses
This research examines the levels of preparedness of current pre-service teachers for teaching in the emerging culturally diverse classroom setting. The responses of the surveys and interviews will give more insight into how teachers are being prepared and areas of multicultural education that need more attention. This research can also give pre-service teachers the opportunity to reflect on their current understanding and experiences of multiculturalism to develop skills needed for culturally relevant teaching.
The Problem Of Words: Learning To Teach Mathematics When Numbers And Languages Mix, Gladys Krause
The Problem Of Words: Learning To Teach Mathematics When Numbers And Languages Mix, Gladys Krause
Journal of Humanistic Mathematics
In this piece I propose a perspective shift, from a simplified view of mathematics story problems to a more academically rigorous perspective that integrates mathematical proficiency and language practices crucial for educating bilingual students. The data presented in this article provide a window into what preparing bilingual pre-service teachers to teach mathematics might involve. I discuss issues that arise in the context of preparing Spanish-English bilingual pre-service teachers in a way that can inform their practice in linguistically and culturally diverse classrooms.
Pre-Service Teachers’ Reflective Writing And Learning In Early Field Experiences, Deborah Romero, Mandi Leigh, Weihsuan Lo
Pre-Service Teachers’ Reflective Writing And Learning In Early Field Experiences, Deborah Romero, Mandi Leigh, Weihsuan Lo
Journal of Educational Research and Innovation
As cultural and linguistic diversity (CLD) in schools increases so does the demand for more qualified teachers. Enrollment declines in teacher preparation programs and national teacher shortages, particularly teachers prepared to work with CLD students, further exacerbate the situation. As teacher preparation programs seek to meet the demands for teachers, this study addresses a gap in research and practice that examines pre-service teacher (PST) reflections conducted as part of a non-credit very early field experience (EFE). The study addresses two questions:1) How does participation in EFE shape PST learning and professional identities as expressed in written reflections? 2) In what …
Culturally Relevant Teaching For The 21st Century: The Success And Challenges Of Pre-Service Teachers When Using Technology In Critical Ways, Virginie Jackson, Stacy Delacruz, Dominique Harry
Culturally Relevant Teaching For The 21st Century: The Success And Challenges Of Pre-Service Teachers When Using Technology In Critical Ways, Virginie Jackson, Stacy Delacruz, Dominique Harry
Georgia Journal of Literacy
This case study examined pre-service teachers' use of technology as they implemented culturally relevant literacy lessons while tutoring elementary students in their field placement sites. As we enter a new decade, we want our students to be future-ready with technology skills. Here, we present an examination of how pre-service teachers integrated culturally relevant teaching with technology along with a discussion of the tools and devices their students used. Findings provided evidence that as pre-service teachers experienced authentic and engaging learning experiences within a supportive space, they emerged equipped to teach in culturally responsive ways that supported student learning and deeper …
Collaborating With K-12 Partners: Improving Preservice Teachers’ Self-Efficacy In Teaching Rural English Learners Science Through A Guided Experiential Learning Opportunity, Dana Manning, Erin Pearce
Collaborating With K-12 Partners: Improving Preservice Teachers’ Self-Efficacy In Teaching Rural English Learners Science Through A Guided Experiential Learning Opportunity, Dana Manning, Erin Pearce
Journal of English Learner Education
With changing demographics in the United States, educator preparations programs (EPPs) must consider incorporating more experiential learning opportunities for preservice teachers to grow in their self-efficacy when working in diverse classrooms. At a rural university in the southern United States, researchers designed an instructional unit that transcended three educator preparation courses to provide an opportunity for students to design and deliver a 5E science lesson to English learners from a rural school district. The results from this study indicate that preservice teachers’ self-efficacy in teaching English learners increased as evidenced by the Teacher Sense of Self- Efficacy Scale, adapted for …
Maximizing Cross-Cultural Opportunities: Pre-Service Teachers And Pakistani Teachers Writing Together, Margaret Berg, Courtney Luce
Maximizing Cross-Cultural Opportunities: Pre-Service Teachers And Pakistani Teachers Writing Together, Margaret Berg, Courtney Luce
Journal of Educational Research and Innovation
This qualitative and quantitative study examines a cross-cultural writing workshop between undergraduate pre-service teachers and Pakistani in-service teachers. The 27 undergraduate students were in their junior year in the teacher education program, and had focused majors in a variety of content areas including history, science, music, and language arts. The 17 visiting scholars from Pakistan were all secondary level classroom teachers, also from a variety of disciplines. The undergraduates completed a questionnaire before and after the workshop, and the Pakistanis participated in a focus group following the workshop. Findings demonstrate a shift in the undergraduates’ thinking of genre to forms …
Pre-Service Teachers’ Participation In Elt Content-Based Classes: A Study Of Positioning, Paula Natalia Castillo Rivera, Valentina Jiménez Malpica, Frank Camilo Ortíz Sánchez, Nicoll Carolaine Mejia Santiago
Pre-Service Teachers’ Participation In Elt Content-Based Classes: A Study Of Positioning, Paula Natalia Castillo Rivera, Valentina Jiménez Malpica, Frank Camilo Ortíz Sánchez, Nicoll Carolaine Mejia Santiago
Licenciatura en Español y Lenguas Extranjeras
El presente trabajo de investigación busca explorar las razones y maneras en las cuales los profesores en formación participan en clases de contenido en inglés del programa de pregrado en la enseñanza del idioma inglés de la Universidad de La Salle. Este estudio determina el modo en el cual las formas de participación de los profesores en formación configuran el desarrollo de estas clases de contenido, y las razones que hacen que los estudiantes participen. El trabajo sigue los principios de la teoría de posicionamiento en un grupo de 21 estudiantes en la clase de contenido “Intercultural Communication”. Observaciones participantes, …
Rights, Respect And Responsibilities Online - Reflections And Efficacy, Michelle J. Eady, Michael L. Jones, Irit Alony, Yoke Berry
Rights, Respect And Responsibilities Online - Reflections And Efficacy, Michelle J. Eady, Michael L. Jones, Irit Alony, Yoke Berry
Australian Journal of Teacher Education
Demands for moral development are increasing in business and professional training. Mixed results of diversity training programs in the higher education sector suggest that innovative approaches are required for preparing students to become morally upright leaders and teachers. This research looks at the implementation of an online interactive tutorial that focuses on students working and learning together with others from a variety of diverse backgrounds. The study comprises a three-year investigation on the attitudes and understandings of students prior to a group work assessment task, and after completing the online tutorial. First year primary education students (n=594) completed pre- and …
Using Multimodal Modules To Address Pre-Service Teachers’ Knowledge Gap In Learning To Teach English Language Learners, Guofang Li, Denisse M. Hinojosa, Lindsay Wexler, Yue Bian, Jose Manuel Matinez
Using Multimodal Modules To Address Pre-Service Teachers’ Knowledge Gap In Learning To Teach English Language Learners, Guofang Li, Denisse M. Hinojosa, Lindsay Wexler, Yue Bian, Jose Manuel Matinez
TAPESTRY
Researchers have argued that teacher education programs fail to prepare effective teachers for the increasing English language learner (ELL). In response to the under preparedness of pre-service teachers (PSTs) for ELLs, the authors designed a six-module online lab course for a group of 22 TESOL minor PSTs. The content of the modules included knowledge of ELLs and their parents, the socio-political context of teaching ELLs, and strategies of teaching knowledge and content to ELLs. PSTs reported they benefited from the learning opportunities these modules provided, including: familiarizing them with the challenges ELLs faced, the importance of and ideas for involving …
Perspectives Of Two Ethnically Different Pre-Service Teacher Populations As They Learn About Folk Literature, Donita Massengill Shaw, Jackie Boyd, Diane Corcoran Nielson
Perspectives Of Two Ethnically Different Pre-Service Teacher Populations As They Learn About Folk Literature, Donita Massengill Shaw, Jackie Boyd, Diane Corcoran Nielson
Journal of Educational Research and Innovation
The purpose of this study was to investigate pre-service teachers’ knowledge of folk literature in general and that of a selected country or culture in particular before and after studying it in a college children's literature course and completing an assignment. We specifically compared two sample populations: those of primarily European American descent at a research university and those of Native American ethnicity at an Inter-tribal Native American university to see if there were similarities or differences in their knowledge about and value of folk literature. Participants from each university were selected to complete a pre-post questionnaire and a post-interview …
Disentangling Language Differences From Disability: A Case Study Of District-Preservice Collaboration, Julie Esparza Brown, Phyllis Campbell Ault
Disentangling Language Differences From Disability: A Case Study Of District-Preservice Collaboration, Julie Esparza Brown, Phyllis Campbell Ault
Journal of Multilingual Education Research
Identifying which K-12 English Learners (ELs) should receive special education services has historically been challenging and fraught with error. Educators are commonly puzzled as to whether an EL student’s academic difficulties are the result of insufficient academic English language, inappropriate instruction, or an intrinsic learning disability. This article examines the influence of a university–district partnership designed to prepare bilingual/bicultural special educators with specific skills and knowledge in disentangling language difference from disability. A unique aspect of the program was that these “BiSped” educators were mostly bilingual, bicultural paraprofessionals in their schools. This feature of the program recognized the unique position …
Digital Media Training For Pre-Service Teachers: A Comparison From A Ttc In Malawi And A University In Massachusetts, Lusayo Mwenifumbo
Digital Media Training For Pre-Service Teachers: A Comparison From A Ttc In Malawi And A University In Massachusetts, Lusayo Mwenifumbo
Master's Capstone Projects
No abstract provided.
‘Knowing Your Students’ In The Culturally And Linguistically Diverse Classroom, Robyn Moloney, David Saltmarsh
‘Knowing Your Students’ In The Culturally And Linguistically Diverse Classroom, Robyn Moloney, David Saltmarsh
Australian Journal of Teacher Education
The population movement of globalization brings greater cultural and linguistic diversity (CALD) to communities and education systems. To address the growing diversity in school classrooms, beginning teachers need an expanded set of skills and attitudes to support effective learning. It is an expectation today that teachers know their students and how the students learn. It follows that lecturers and tutors should also know something of the cultural and linguistic profile of their pre-service teacher education students. This article reports a study in a university which examined its teacher education practice in this light. It assessed the curriculum provision of material …
The Negotiation And Development Of Writing Teacher Identities In Elementary Education, Shartriya M. Collier, Suzanne Scheld, Ian Barnard, Jackie Stallcup
The Negotiation And Development Of Writing Teacher Identities In Elementary Education, Shartriya M. Collier, Suzanne Scheld, Ian Barnard, Jackie Stallcup
Teaching/Writing: The Journal of Writing Teacher Education
Identity development in writing is a unique process. While many studies have explored the process of developing a professional identity among future teachers, few studies have investigated how teacher candidates develop a writing teacher’s identity. This study explores the development and negotiation of writing teacher identity among 21 pre-service multiple-subject teacher candidates at a large public institution in California. More specifically, the study examines the students’ journeys as they transformed from students of writing in a university methods course to student teachers of writing in a local school district. Our findings indicate that the use of a sociocultural-based approach to …
Pre-Service Teachers’ Beliefs And Knowledge About Multiculturalism, Emmanuel Acquah, Nancy Commins
Pre-Service Teachers’ Beliefs And Knowledge About Multiculturalism, Emmanuel Acquah, Nancy Commins
Nancy L. Commins
The present study examined pre-service teachers’ knowledge of issues related to multiculturalism and diversity before and after taking a multicultural education course. Data from 38 degree students in an urban university in the southwest of Finland were analysed using a mixed method approach. The results indicate that pre-service teachers’ knowledge levels increased with respect to diversity and multicultural education after taking the course. In addition, pre-service teachers felt more competent and prepared to teach students with diverse backgrounds after the exposure. The implications of the findings for teacher education programmes and teacher educators are discussed.
Supporting Bilingual Learners And Their Families: Key Understandings For Pre-Service Teachers And The Institutions That Prepare Them, Nancy Commins
Supporting Bilingual Learners And Their Families: Key Understandings For Pre-Service Teachers And The Institutions That Prepare Them, Nancy Commins
Nancy L. Commins
An essential component of successful schooling in linguistically and culturally diverse settings is the active involvement of parents and community members. This is made possible when teachers honor families’ languages and cultural traditions and build upon them. Teacher preparation programs play a critical role in helping preservice teachers reject deficit views and recognize that issues of status, power, and economic circumstances all play a role in shaping outcomes for students. Part of the asset orientation that must be fostered in new teachers is the understanding that primary or home language development contributes to both the academic success of children and …
“When Saying You Care Is Not Really Caring”: Whiteness And The Role Of Disgust, Cheryl E. Matias, M. Zembylas
“When Saying You Care Is Not Really Caring”: Whiteness And The Role Of Disgust, Cheryl E. Matias, M. Zembylas
Cheryl Matias
Drawing on one of the author’s experiences of teaching white teacher candidates in an urban university, this paper argues for the importance of interrogating the ways that benign emotions (e.g., pity and caring) are sometimes hidden expressions of disgust for the Other. Using critical race theory, whiteness studies, and critical emotion studies, it is shown how whiteness ideology erroneously translates disgust for people of color to false professions of pity or caring. This phenomenon is particularly interesting because care, sympathy, and love are emotions that are routinely performed by teacher candidates (who are predominantly white females) and embedded in teacher …
Are Teacher Education Programs Failing The Nation’S Urban Schools? A Closer Look At Pre-Service Teachers’ Beliefs About Working With Inner-City Students, Servet Celik
Servet Celik
To address the issue of pre-service teachers being under-prepared for work in multicultural and impoverished environments in America’s urban schools, teacher education programs have taken steps to improve diversity-oriented curricula and provide relevant fieldwork experience. However, research indicates that a large proportion of teacher candidates still do not have the necessary skills to deal with students from divergent upbringings. This interpretive study investigated the beliefs of pre-service teachers about urban students and how well their teacher education programs are addressing the issues of working in inner-city schools. The results revealed that, although some progress has been made, a significant gap …