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Articles 1 - 12 of 12
Full-Text Articles in Education
Three Ways To Help Esl Content Linger Beyond The “El Course” In Teacher Preparation Programs, Melanie Gonzalez
Three Ways To Help Esl Content Linger Beyond The “El Course” In Teacher Preparation Programs, Melanie Gonzalez
Journal of English Learner Education
Like many other states, our teacher preparation program arrived at this compartmentalized, “single-experience” ESL-focused course model as a result of local, state, and federal policies in the United States that have increasingly placed ELs into mainstream classrooms rather than into language and literacy development courses (de Jong, 2014). TESOL faculty might have questioned: how can everything related to effective ESL teaching be covered in one semester? The fact of the matter is that the onus on this work largely rests upon teacher candidates’ shoulders after they depart the ESL-focused course. What follows are three practices that largely have arisen …
Critical Intersections Through Poetry In A Tesol & World Language Graduate Education Program, Melisa Cahnmann-Taylor, Sharon M. Nuruddin, Kuo Zhang, Yixuan Wang, Amanda Brady Deaton, Xinyi Meng, Ashley Brown-Lemley, Ming Sun
Critical Intersections Through Poetry In A Tesol & World Language Graduate Education Program, Melisa Cahnmann-Taylor, Sharon M. Nuruddin, Kuo Zhang, Yixuan Wang, Amanda Brady Deaton, Xinyi Meng, Ashley Brown-Lemley, Ming Sun
Intersections: Critical Issues in Education
In this studio submission, Language Education students who took one or more poetry writing courses along with their instructor share one poem draft and critical reflection, noting the political climate of the work co-produced and inquiry regarding the impact of producing creative work as reflexive, critical teacher education scholarship. Together they draw a context and implications for creative and critical teacher education through shared poetry writing.
White Pre-Service Teachers’ Perceptions And Their Development Of Culturally Relevant Literacy Practices, Lakia M. Scott, Elena Venegas
White Pre-Service Teachers’ Perceptions And Their Development Of Culturally Relevant Literacy Practices, Lakia M. Scott, Elena Venegas
Journal of Multicultural Affairs
Existent literature purports that providing White teacher candidates with increased exposure to urban schools in order to create culturally competent educators has failed. These findings reflect the notion that teacher ideologies and overall perspectives about working with diverse student groups must be harnessed in a genuine ethic of care and intentionality for students of color. However, few studies have taken the approach of examining the development of culturally relevant pedagogy through context-specific field experiences using content-specific courses. This study examines the perspectives of twenty-five White pre-service teachers from a predominately White, private university regarding their initial perceptions and gained conceptual …
Building Pathways: Nurturing A Female Generation Of School Leaders In China, Lixia Qin, Mario Torres, Jean Madsen
Building Pathways: Nurturing A Female Generation Of School Leaders In China, Lixia Qin, Mario Torres, Jean Madsen
Journal of Women in Educational Leadership
International feminist perspectives recognize the continuing inequalities of power between men and women across all classes. In China’s male-dominant society, for example, women often have been inhibited from pursuing leadership positions. One particular reason that has been drawing increasing attention across the world is the lack of appropriate training and guidance in young women’s leadership. This paper probes in greater depth one of the most important, yet largely overlooked aspects in the educational leadership of China – women’s leadership roles in education and young women’s leadership preparation. Drawing from published data, literature, and the data collected by the authors, the …
Exploring Preservice Teachers’ Perspectives On Dual Language Education, Kylie Ross
Exploring Preservice Teachers’ Perspectives On Dual Language Education, Kylie Ross
USF Tampa Graduate Theses and Dissertations
This dissertation investigates preservice teachers’ perspectives towards dual language education (DLE) through a mixed methods approach. This study investigates preservice teachers enrolled in an English for Speakers of Other Languages (ESOL) certification course concerning the following research questions: 1. What impact does taking an ESOL course have on preservice teachers’ attitudes and perspectives towards DLE? 2. Is there a significant difference in change in attitude between students taking the course online versus face to face (F2F)? 3. How are preservice teachers informed about what schools have dual language programs in their area? 4.What relationship may exist between attitudes, perspectives, and …
Centering Preservice Teachers Of Color Through Culturally Relevant Critical Teacher Care: A Critical Race Transformative Convergent Mixed-Methods Analysis, Tara Joann Plachowski
Centering Preservice Teachers Of Color Through Culturally Relevant Critical Teacher Care: A Critical Race Transformative Convergent Mixed-Methods Analysis, Tara Joann Plachowski
UNLV Theses, Dissertations, Professional Papers, and Capstones
The reproduction of white supremacist culture in schools continues to marginalize Students of Color in a variety of implicit, explicit, and systemic ways. As teachers are the one of the key arbiters of school culture, teacher education presents itself as a vital locus in need of critical inquiry and radical change. A diverse teacher workforce not only helps to disrupt the direct effects of racism on Students of Color, but also prepares all students for successful democratic participation in a diverse global society (Sleeter, 2011). This study of teacher education examines the teacher demographic diversity gap within a College of …
Multicultural Teacher Education Matters, Reginald Todd, Jacqueline Smith
Multicultural Teacher Education Matters, Reginald Todd, Jacqueline Smith
The Journal of the Research Association of Minority Professors
This article focuses on the impact the demographic change in the student population in current K-12 classrooms has had on teacher education programs as it pertains to the preparation of culturally responsive preservice teachers. There exists an extensive body of literature that posits that the increase of cultural diversity in our current classrooms should be understood as a call for new teaching approaches that promote multicultural awareness among teacher educators to develop preservice teachers who exhibit culturally responsive teaching practices, behaviors, and attitudes. This comprehensive review of literature explored the current research on multicultural teacher education programs, and more specifically …
The Mañana Complex: A Revelatory Narrative Of Teachers’ White Innocence And Racial Disgust Toward Mexican–American Children, Amanda Morales, Elvira Abrica, Socorro Herrera
The Mañana Complex: A Revelatory Narrative Of Teachers’ White Innocence And Racial Disgust Toward Mexican–American Children, Amanda Morales, Elvira Abrica, Socorro Herrera
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This paper presents selected findings from an ethnographic case study of at a public junior high school. Analysis of White teachers’ discourse implicated a perspective of Mexican–American children that we describe as a mañana complex, a perceived association between Mexican–Americans and the term “mañana” (Spanish: “tomorrow”). We outline how this mañana complex among White teachers is indicative of historical racial tropes of Mexicans in the United States while also reflecting current anti-Mexican discourse emboldened and made more fervent by the current US presidential administration. Ultimately, the mañana complex is an example of both racial disgust toward Mexican–American children (Matias and …
Teachers’ Self-Efficacy Beliefs In Relation To Perceived English Proficiency And Teaching Practices: An Investigation Of Chinese Primary English As A Foreign Language (Efl) Teachers, Yun Zhang
University of the Pacific Theses and Dissertations
Research on self-efficacy has been a productive field and abundant research has shown that teachers’ self-efficacy beliefs influence teachers’ actions and performances and thus affect students’ learning outcomes. However, there is a lack of literature on EFL teachers’ self-efficacy beliefs and even less research was set in Chinese EFL contexts. On the one hand, this study was conducted to provide a general picture of the current status of EFL teachers’ perceived English proficiency, self-rated self-efficacy beliefs and self-reported teaching practices in terms of some demographic perspectives; On the other hand, it aimed to explore the correlations among Chinese primary EFL …
“I Felt Valued”: Multilingual Microteachings And The Development Of Teacher Agency In A Teacher Education Classroom, Theresa Catalano, Hanihani C. Traore Moundiba, Hadi Pir
“I Felt Valued”: Multilingual Microteachings And The Development Of Teacher Agency In A Teacher Education Classroom, Theresa Catalano, Hanihani C. Traore Moundiba, Hadi Pir
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Existing research has explored the value of multilingual pedagogies that focus on utilizing the linguistic / cultural resources of students (e.g., García & Kleyn 2016, Turner 2017); however, there is still a need to examine how the kinds of teacher agency that can lead to multilingual pedagogies actually being implemented can best be developed in teacher education classrooms. The present study incorporates collaborative auto-ethnography to examine microteaching activities / reflections of three researcher-participants in a teacher education course on schooling and multilingualism. The authors found that playing the role of students in the microteachings enabled them to reflect on their …
Self-Efficacy And Quality Of Classroom Interactions Of Efl Teachers In Niger, Bong Gee Jang, Hyonsuk Cho, Peter Wiens
Self-Efficacy And Quality Of Classroom Interactions Of Efl Teachers In Niger, Bong Gee Jang, Hyonsuk Cho, Peter Wiens
Teaching and Learning Faculty Research
This study explores the relationships between self-efficacy and observed quality of classroom interactions of EFL teachers in Niger and how they compare to their American counterparts. We collected and analyzed self-efficacy data from 609 EFL teachers using the Teachers’ Sense of Self-efficacy Scale (TSES). In addition, classroom interaction data were collected from 53 Nigerien EFL teachers using the Classroom Assessment Scoring System (CLASS). All the self-efficacy subscales were significantly correlated with the CLASS Instructional Support domain. When we compared the self-efficacy and classroom interactions scores of Nigerien teachers with those of American teachers, a significant difference was only identified in …
How Translanguaging Can Transform Teacher Education: Using Communicative Repertoires For Teacher Education In Colombia, Rosa A. Medina Riveros
How Translanguaging Can Transform Teacher Education: Using Communicative Repertoires For Teacher Education In Colombia, Rosa A. Medina Riveros
College of Education Working Papers and Reports Series
Using multimodal and digital ethnography, this year-long study makes visible how a community of seven Colombian English language teachers collaborate to make sense of, and use multilingual, multimodal, and digital literacy resources in innovative ways. This study draws on critical multilingualism, translanguaging, and communicative repertoires to respond to this question: How do teachers negotiate and co-construct multilingual, multimodal, and digital strategies for language learning in a Colombian university? Translanguaging and communicative repertoires are powerful theoretical and pedagogic tools that illuminate how to navigate semiotic and digital diversity in education. With translanguaging, García and Li (2014) advocate for the active and …