Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education

English as an Additional Language (EAL) students are increasingly taught by non-specialist, mainstream teachers. This trend calls for a reconceptualization of teacher education to explicitly and purposefully include linguistically and culturally responsive pedagogy in their curriculum. In the United States, several frameworks have been proposed to address this need, although much still needs to be learned about actual practice in preservice teacher preparation programs. In this article, I caution against the monolingual bias in preservice teacher preparation and argue for the mandate for developing a multilingual stance for all teachers of EAL students.

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STELLAR Tutoring in Preservice Teacher Preparation: Exploring Video Case Support for Learning to Teach

Literacy Tutoring That Works: A Look at Successful In-School, After-School, and Summer Programs ◽

10.1598/0694.01 ◽

2009 ◽

pp. 7-20 ◽

Cited By ~ 6

Author(s):

James Hoffman ◽

Melissa Mosley ◽

Deborah Horan ◽

Katie Russell ◽

Heather Warren ◽

...

Keyword(s):

Teacher Preparation ◽

Preservice Teacher ◽

Learning To Teach ◽

Preservice Teacher Preparation

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English Language Learners Pedagogy in the English Methods Class: Collaborative Planning as a Component of Preservice Teacher Preparation

Teaching English Language Arts to English Language Learners ◽

10.1057/978-1-137-59858-5_3 ◽

2016 ◽

pp. 35-59 ◽

Cited By ~ 2

Author(s):

Laura Baecher ◽

Melissa Schieble

Keyword(s):

English Language Learners ◽

Teacher Preparation ◽

Preservice Teacher ◽

Language Learners ◽

English Language ◽

Collaborative Planning ◽

Preservice Teacher Preparation

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Promoting Culturally Responsive Pedagogical Competence among Preservice Teachers

Discrimination and Diversity ◽

10.4018/978-1-5225-1933-1.ch029 ◽

2017 ◽

pp. 643-664

Author(s):

Emmanuel Adjei-Boateng

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Public Schools ◽

Teacher Preparation ◽

Preservice Teacher ◽

Culturally Responsive ◽

Teacher Education Program ◽

Demographic Changes ◽

Preservice Teacher Preparation ◽

Pedagogical Competence

This chapter examines primary issues confronting preservice teacher preparation in the US public schools. There are several issues confronting teaching and teacher education programs. However, this chapter explores cultural and linguistic diversity issues given the critical need for inclusive education. The increasing nature of demographic changes in the schools and the U.S. society also has ramifications for students' learning and preservice teacher preparation. To that end, this chapter examines efforts by organizations and educational researchers to respond to the phenomenon of demographic changes in US public schools and the need to equip teachers with competencies needed to help students become successful in schools. The author examines how one teacher education program is preparing teachers to meet the demands of teaching culturally and linguistically diverse student population. Finally, the author provides suggestions on how to improve and enhance culturally responsive pedagogical competence among preservice teachers.

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Reconceptualizing Preservice Teacher Preparation in Science Literacy Education Using Action Research in South Africa

10.4018/978-1-7998-8725-6.ch017 ◽

2022 ◽

pp. 335-356

Author(s):

André P. Botha ◽

Leila Goosen

Keyword(s):

Teacher Preparation ◽

Action Research ◽

Preservice Teacher ◽

Student Teachers ◽

Change Agents ◽

Language Education ◽

Mentor Teachers ◽

Future Research ◽

Preservice Teacher Preparation ◽

Future Research Directions

This chapter presents a reconceptualization of preservice teacher preparation in the context of science, information technology, and African language education using action research (AR). The authors provide a background of AR as a transformative practice, along with benefits and possible limitations, and describe how student teachers turn theory to practice as change agents engaging in reflection and implementing solutions. Collaborative interaction between mentor teachers and lecturers and the project reports and reflective journals generated by the student teachers are integral parts of the research design and internship program. The authors recommend the use of AR to empower student teachers to deal effectively with probems that arise, and they discuss future research directions.

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