Story Shaping Ideology

2021 ◽  
pp. 1-26
Author(s):  
Tina Marie Keller
Keyword(s):  
Preservice Teachers ◽  
Student Teaching ◽  
English Learners ◽  
Teacher Educators ◽  
Bilingual Children ◽  
White Female ◽  
Bilingual Students ◽  
Emergent Bilingual ◽  
Teacher Ideology ◽  
Emergent Bilingual Students

Using interviews, artifacts, email correspondences, and lesson plans collected from six white, female, preservice teachers during their student teaching, this chapter focuses on the stories that shaped their ideologies of the emergent bilingual children in their classrooms. The findings indicate the preservice teachers, while having diverse lived experiences, held some common majoritarian stories concerning English learners. In addition to those majoritarian stories already established in the field, there were three additional stories uncovered in this study that significantly influenced the ideologies of emergent bilingual students. The chapter concludes by encouraging teacher educators to unpack story and use it as a vehicle for addressing teacher ideology of emergent bilingual students.

Against the Script With edTPA: Preservice Teachers Utilize Performance Assessment to Teach Outside Scripted Curriculum

2019 ◽  
pp. 004208591987368 ◽  
Author(s):  
Kathryn Struthers Ahmed
Keyword(s):  
Preservice Teachers ◽  
Performance Assessment ◽  
Student Teaching ◽  
Teacher Educators ◽  
Bilingual Students ◽  
High Poverty ◽  
Scripted Curriculum ◽  
Literacy Curriculum ◽  
Elementary Preservice Teachers ◽  
Emergent Bilingual Students

This article reports on how the policy context shaped the development of two elementary preservice teachers’ (PSTs) literacy instructional practice. While student teaching emergent bilingual students in urban, high-poverty classrooms that utilized mandated scripted literacy curriculum, PSTs completed edTPA, a Teacher Performance Assessment, for their credential. Participants’ edTPA lessons represented the only time PSTs taught literacy outside the mandated curriculum’s script and in ways that were more aligned with their—and their teacher education program’s—ideals. Findings from this study show that it might be possible for PSTs and teacher educators to appropriate edTPA for their own purposes.

scholarly journals Cross-Cultural Student Teaching: Examining the Meaning-Making of one White, Female, MiddleClass Preservice Teacher

2017 ◽  
Vol 7 (2) ◽  
pp. 270-290
Author(s):  
Stephanie J. Shedrow
Keyword(s):  
Preservice Teachers ◽  
Preservice Teacher ◽  
Student Teaching ◽  
Teacher Educators ◽  
Meaning Making ◽  
The United States ◽  
Cross Cultural ◽  
White Female ◽  
Cultural Mismatch ◽  
Intercultural Interactions

While teacher educators implement diverse student teaching placements for preservice teachers as a means of bridging the cultural mismatch in classrooms around the United States, researchers have only recently begun to tap into the role that preservice teachers’ “whiteness” plays in their ideologies. As such, the purpose of this study was to better understand how one white, female preservice teacher made meaning of her experiences during a cross-cultural experiential learning (CCEL) student teaching placement abroad. Analyzing if and how previous intercultural interactions were drawn upon while abroad, as well as how experiences abroad were employed once returning to the US, findings suggest that cultural competency does not directly equate to recognizing whiteness and the privileges associated.

scholarly journals Culturally Sustaining Pedagogy Through Arts-Based Learning: Preservice Teachers Engage Emergent Bilinguals

2019 ◽  
Vol 12 (1) ◽  
pp. 205-221 ◽  
Author(s):  
Nancy Pauly ◽  
Karla V. Kingsley ◽  
Asha Baker
Keyword(s):  
Preservice Teachers ◽  
Culturally Diverse ◽  
Ways Of Knowing ◽  
Bilingual Students ◽  
Emergent Bilinguals ◽  
Culturally Sustaining Pedagogy ◽  
Vulnerable Communities ◽  
Emergent Bilingual ◽  
The Arts ◽  
Emergent Bilingual Students

Rooted in arts-based learning, funds of knowledge, and culturally sustaining pedagogies, this paper describes the experiences of a cohort of preservice teachers who co-created arts integration units with emergent bilingual students, engaging them in the creation of plays based on culturally relevant children’s literature. This cohort was designed by eight professors to prepare professionals to serve the needs of culturally diverse and economically vulnerable communities through arts-based teaching and assessment modalities. We share three telling cases about these preservice teachers’ reflections on their pedagogy and their students’ engagement illustrating how the arts can foster inclusive ways of knowing and communicating.

Diversity Ideology and School Leadership: Obscuring Inequities for Emergent Bilingual Students in Career and Technical Education

2021 ◽  
pp. 0013161X2110525
Author(s):  
Mark R. Emerick
Keyword(s):  
Academic Success ◽  
Career And Technical Education ◽  
Equal Opportunity ◽  
Technical Education ◽  
State Level ◽  
Bilingual Students ◽  
Career And Technical ◽  
Emergent Bilingual ◽  
Diversity And Inclusion ◽  
Emergent Bilingual Students

Purpose: The purpose of this article is to examine the ways in which school leaders in career and technical education (CTE) conceptualized diversity and inclusion for emergent bilingual students (EBs) and how their beliefs about diversity manifested in institutional support (or lack thereof) for EBs. Research Method: This study draws on data collected during a year-and-a-half long qualitative case study at a large, nationally recognized CTE center. The primary sources of data were interviews with administrators, teachers, and students; local artifacts, student records, and state-level enrollment data were also used. Findings: CTE administrators adhered to diversity ideology when discussing issues of diversity and EBs' inclusion at their institution and believed that they cultivated an inclusive educational environment. This ideology resulted in superficial diversity and inclusion initiatives that did not ensure that EBs had equitable access to CTE program nor that teachers had a sufficient system of support to ensure EBs’ academic success, despite the administration's stated commitment to equal opportunity and inclusion. Implications: These findings suggest the need for administrators to critically examine their conceptualization of diversity and equity when considering how to support EBs in CTE programs.

Sign in / Sign up

Export Citation Format

Share Document