Current Conditions of Bilingual Teacher Preparation Programs in Public Universities in USA

Translanguaging has become a particularly relevant (and controversial) concept for the field of bilingual education, with concrete implications for teacher preparation programs serving teacher candidates (TCs) who may identify as heritage speakers of Spanish. However, the regard and understanding of translanguaging, its pedagogical potential, and the positionality to implement it are not evenly distributed among stakeholders involved in the teacher preparation process. This article explores the relationship among California public teacher preparation programs, their bilingual teacher candidates, and the districts that host their field placements that ultimately hire them. Building on the metaphorical concepts of ideological and implementational spaces (Flores & Schissel, 2014), the space between and encompassing the overlap between credentialing programs and school districts is characterized as a friction space beset by tensions between monoglossic and heteroglossic stances and the pragmatism of “entering the workforce.” The dynamics of this space are illustrated in five retratos constructed on qualitative data obtained through semistructured interviews. Based on the author's localized experiences, the article concludes by proposing approaches to navigate the friction space, reinforce the bilingual candidates' counterideological stances, and advance a much-needed productive dialogue in the teacher preparation ecology.

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Data Sharing to Drive the Improvement of Teacher Preparation Programs

Teachers College Record ◽

10.1177/016146811611801204 ◽

2016 ◽

Vol 118 (12) ◽

pp. 1-29

Author(s):

Kevin C. Bastian ◽

C. Kevin Fortner ◽

Alisa Chapman ◽

M. Jayne Fleener ◽

Ellen Mcintyre ◽

...

Keyword(s):

North Carolina ◽

Teacher Preparation ◽

Data Sharing ◽

Public Universities ◽

Program Improvement ◽

Teacher Preparation Programs ◽

Preparation Programs ◽

Individual Level ◽

State Education ◽

Level Data

Background/Context Teacher preparation programs (TPPs) face increasing pressure from the federal government, states, and accreditation agencies to improve the quality of their practices and graduates, yet they often do not possess enough data to make evidence-based reforms. Purpose/Objective This manuscript has four objectives: (a) to present the strengths and shortcomings of accountability-based TPP evaluation systems; (b) to detail the individual-level data being shared with TPPs at public universities in North Carolina; (c) to describe how data sharing can lead to TPP improvement and the challenges that programs will need to overcome; and (d) to detail how three TPPs are using the data for program improvement. Setting North Carolina public schools and schools of education at public universities in North Carolina. Importantly, this individual-level data sharing system can be instituted among TPPs in other states. Population/Participants/Subjects Teachers initially-prepared by public universities in North Carolina. Research Design With individual-level data on program graduates, TPPs can conduct a range of analyses—e.g., regression analyses with program data, primary data collection with interviews, and rubric-based observations—designed to aid program improvement efforts. Conclusions/Recommendations Teacher preparation programs and researchers or state education agencies need to establish partnerships to share individual-level data on program graduates with TPPs. This individual-level data sharing would help TPPs to develop systems of continuous improvement by examining whether their preparation practices align with the types of environments in which their graduates teach and how graduates’ preparation experiences predict their characteristics and performance as Teachers of Record. Unlike other initiatives targeted at TPP improvement, individual-level data sharing, and its focus on within-program variability, can benefit TPPs at all levels of performance.

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Preparing Bilingual Teachers to Enact Culturally Sustaining Pedagogy

Handbook of Research on Diversity and Social Justice in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-5268-1.ch012 ◽

2020 ◽

pp. 202-221

Author(s):

Claudia Rodriguez-Mojica ◽

Eduardo R. Muñoz-Muñoz ◽

Allison Briceño

Keyword(s):

Teacher Preparation ◽

Teacher Educators ◽

Teacher Preparation Programs ◽

Bilingual Teachers ◽

Preparation Programs ◽

Culturally Sustaining Pedagogy ◽

Language And Power ◽

Bilingual Teacher ◽

Course Material ◽

K 12

Bilingual students and teachers in the U.S. live in a context where linguistic and ethnic minorities are associated with inferiority. Preparing bilingual teachers of color without explicit attention to issues of race, language, and power would maintain and feed the vicious cycle of linguistic hegemony. With the goal of preparing critically conscious future bilingual teachers equipped to enact culturally sustaining pedagogy (CSP), the authors centered issues of race, language, and power alongside bilingual instructional methodology and theories of bilingualism in their respective bilingual teacher preparation programs. Drawing on bilingual teacher preparation course material, student reflections, and bilingual teacher candidate interviews, they illustrate how two bilingual teacher preparation programs take two distinct approaches to developing bilingual teachers' critical consciousness and CSP practices. In this way, they outline how bilingual teacher educators can prepare and support bilingual teachers to enact CSP with their K-12 students.

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STEM access for Latina bilingual teacher candidates: Discrimination en la educación How do informal programs motivate women to pursue STEM related

Tequio ◽

10.53331/teq.v3i9.6409 ◽

2020 ◽

Vol 3 (9) ◽

pp. 9-22

Author(s):

Margarita Machado-Casas ◽

Katherine Talati ◽

Ana Baron

Keyword(s):

Preservice Teachers ◽

Teacher Preparation ◽

Teacher Preparation Programs ◽

Learning Needs ◽

Preparation Programs ◽

Representation Of Women ◽

Diversity And Inclusion ◽

The Us ◽

Bilingual Teacher ◽

Set Up

The lack of proper representation of women of color in the field of bilingual science, technology, engineering, and math (STEM) is a crucial matter when addressing the needs of the US as a country moving toward diversity and inclusion. The research project represented in this paper investigates and addresses the need for teacher preparation courses that will adequately set up their bilingual preservice teachers to enter into the field with the proper background experiences to engage their future students in STEM related lessons. Findings reveal the negative ideologies related to gender bias found in teacher education, the importance of STEM related women empowerment, and how those vested in STEM education must continue to debunk the impostor syndrome felt by students in STEM related fields. Despite the challenges present for women in bilingual teacher preparation programs in STEM, we must continue to create sanctuaries where students of color can thrive in environments that are conducive to their unique experiences and fulfill their learning needs in STEM.

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Preparing Bilingual Teachers to Enact Culturally Sustaining Pedagogy

10.4018/978-1-6684-3690-5.ch012 ◽

2022 ◽

pp. 219-238

Author(s):

Claudia Rodriguez-Mojica ◽

Eduardo R. Muñoz-Muñoz ◽

Allison Briceño

Keyword(s):

Teacher Preparation ◽

Teacher Educators ◽

Teacher Preparation Programs ◽

Bilingual Teachers ◽

Preparation Programs ◽

Culturally Sustaining Pedagogy ◽

Language And Power ◽

Bilingual Teacher ◽

Course Material ◽

K 12

Bilingual students and teachers in the U.S. live in a context where linguistic and ethnic minorities are associated with inferiority. Preparing bilingual teachers of color without explicit attention to issues of race, language, and power would maintain and feed the vicious cycle of linguistic hegemony. With the goal of preparing critically conscious future bilingual teachers equipped to enact culturally sustaining pedagogy (CSP), the authors centered issues of race, language, and power alongside bilingual instructional methodology and theories of bilingualism in their respective bilingual teacher preparation programs. Drawing on bilingual teacher preparation course material, student reflections, and bilingual teacher candidate interviews, they illustrate how two bilingual teacher preparation programs take two distinct approaches to developing bilingual teachers' critical consciousness and CSP practices. In this way, they outline how bilingual teacher educators can prepare and support bilingual teachers to enact CSP with their K-12 students.

Download Full-text