scholarly journals Supporting secondary pre-service teacher identity development as culturally responsive and sustaining teachers

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Letitia Hochstrasser Fickel ◽  
Jane Abbiss
Keyword(s):  
Identity Development ◽  
Teacher Identity ◽  
Educational Outcomes ◽  
Culturally Responsive ◽  
Culturally Diverse ◽  
Teacher Education Program ◽  
Diverse Learners ◽  
Aotearoa New Zealand ◽  
Culturally Diverse Learners ◽  
Pre Service Teacher

In Aotearoa New Zealand, as in many pluralistic democracies, the continuing disparity in educational outcomes has resulted in a growing call for changes in teacher preparation to better support culturally diverse learners in ways that are responsive to the particular national and cultural contexts. This paper presents findings from a teacher education program specifically designed to address this need within the national context of

Pathways to Teacher Learning in Multicultural Contexts

1998 ◽  
Vol 19 (2) ◽  
pp. 70-90 ◽  
Author(s):  
Alfredo J. Artiles ◽  
Ramona M. Barreto ◽  
Luis Peña ◽  
Karen McClafferty
Keyword(s):  
Multicultural Education ◽  
Culturally Diverse ◽  
Concept Maps ◽  
Teacher Education Program ◽  
Diverse Learners ◽  
Longitudinal Case Study ◽  
Developmental Needs ◽  
Multiple Data ◽  
Before And After ◽  
Culturally Diverse Learners

This longitudinal case study focused on the learning trajectories of two novice bilingual education teachers in urban schools. We traced changes in and relationships between these teachers' knowledge, beliefs, and interactive thinking about teaching culturally diverse learners. Multiple data collection strategies were used, including concept maps, in-depth interviews, surveys, and stimulated recall interviews. Data were collected before and after a multicultural education course in which the teachers were enrolled during their 1--year MEd and credential program. Data were also collected during their first and second years of inservice teaching. Results suggest that the relationship between teachers' knowledge, beliefs, and decision making is complicated and dynamic. Classroom and school contexts affected teachers' attempts to enact constructivist and social justice education principles. Moreover, prior beliefs as well as the teacher education program (TEP) and teachers' own developmental needs contributed to the ways in which these teachers learned to teach. The findings suggest that if we are to prepare teachers to teach culturally diverse learners, we must design TEPs that provide both resources and opportunities to master and appropriate the components of good teaching for diverse learners.

Creating Taxonomies to Improve School–Home Connections With Families of Culturally and Linguistically Diverse Learners

2010 ◽  
Vol 43 (6) ◽  
pp. 651-670 ◽  
Author(s):  
Caroline Teresa Linse
Keyword(s):  
Parent Involvement ◽  
Culturally Diverse ◽  
Linguistically Diverse ◽  
Diverse Learners ◽  
Home Language ◽  
Culturally And Linguistically Diverse ◽  
School Practices ◽  
School Based ◽  
Culturally Diverse Learners ◽  
Linguistically Diverse Learners

Families of culturally and linguistically diverse pupils often do not participate fully in their children’s school-based education. The purpose of this article is to introduce taxonomies as a means to examine and improve school practices and levels of responsiveness to families whose home language is not English, so that families feel more comfortable connecting with their child’s school community. Taxonomies can provide a vital framework, and tool that schools can use to evaluate and improve the school–home contacts that take place. The taxonomies introduced in this article are based on a compilation of a variety of theoretical premises concerning parent involvement and the education of linguistically and culturally diverse learners.

scholarly journals Exploring the Relationships between Possible Selves and Early Teacher Identity of Turkish Pre-service Teachers

2020 ◽  
Vol 6 (3) ◽  
pp. 94-115
Author(s):  
Cahit Erdem
Keyword(s):  
Identity Development ◽  
Teacher Identity ◽  
Structural Equation ◽  
Possible Selves ◽  
Equation Modeling ◽  
Medium Level ◽  
Negative Effect ◽  
Teacher Professional ◽  
Possible Selves Theory ◽  
Pre Service Teacher

Pre-service teacher (PST) education at higher education institutions is pivotal to early teacher identity development. Possible selves theory presents a framework for understanding teacher professional identity, which is theoretically supported but not empirically tested sufficiently. This study set out to examine PSTs’ early teacher identity in the Turkish context and the expected and feared possible selves of PSTs as predictors of early teacher identity through structural equation modeling based on empirical data from 350 freshmen and senior PSTs. The results suggest that PSTs’ expected teacher possible selves have a medium level significant and positive effect on early teacher identity, while feared teacher possible selves have a low level significant and negative effect on early teacher identity. PSTs’ early teacher identity and possible selves were found as very high, which is also examined in terms of gender, grade, and department variables. The results are discussed, and suggestions are offered for pre-service teacher education.

Using the Universal Design for Learning Framework to Support Culturally Diverse Learners

2012 ◽  
Vol 192 (1) ◽  
pp. 17-22 ◽  
Author(s):  
Meia Chita-Tegmark ◽  
Jenna W. Gravel ◽  
B. Serpa Maria De Lourdes ◽  
Yvonne Domings ◽  
David H. Rose
Keyword(s):  
Culturally Diverse ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Diverse Learners ◽  
Learning Framework ◽  
Design For Learning ◽  
Culturally Diverse Learners

scholarly journals Personal Agency Inspired by Hardship: Bilingual Latinas as Liberatory Educators

2016 ◽  
Vol 18 (3) ◽  
pp. 1 ◽  
Author(s):  
Amanda Rodriguez Morales ◽  
M. Gail Shroyer
Keyword(s):  
Educational Outcomes ◽  
Culturally Responsive ◽  
Teacher Education Program ◽  
Linguistically Diverse ◽  
English Learner ◽  
Responsive Teaching ◽  
Personal Agency ◽  
Linguistically Diverse Students ◽  
Multiple Case

This qualitative multiple case study focused on eleven non-traditional, bilingual, Latinas within a teacher education program. The study explored various factors that influenced participants’ desire to pursue and ability to persist as pre-service teachers. The overarching theme identified among participant discourse was personal agency inspired by hardship. Findings indicated that, as a result of their cultural and experiential understandings, participants enacted culturally responsive teaching with their Latino/a students. Furthermore, participants demonstrated a strong sense of personal agency to improve the educational outcomes of culturally and linguistically diverse students and a desire to advocate specifically on behalf of English learner Latino/a students.

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