We found the preservice teachers’ ability to develop an awareness of diversity grew from their work with students both in their field-block experience and writing club. These opportunities provided them with a layering of learning – from course readings, collaborating with teachers, to problem solving and creating lessons that specifically met their students’ needs. By moving in and out of different contexts, preservice teachers developed generative knowledge about ways to support writing for emergent bilinguals. Likewise, they became keenly aware of their own experiences and beliefs. Implications include the importance of providing a variety of opportunities for preservice teachers to work directly with students. This should be accompanied by written and verbal discussions to examine and critique their experiences and ideologies in relation to students’ language and literacy needs.
López, M.M. and Assaf, L.C. (2014), "Developing Deeper Understandings of Diversity: Service Learning and Field Experiences Combine for Generative Learning of Bilingual/ESL Preservice Teachers", Research on Preparing Preservice Teachers to Work Effectively with Emergent Bilinguals (Advances in Research on Teaching, Vol. 21), Emerald Group Publishing Limited, Bingley, pp. 31-57. https://doi.org/10.1108/S1479-368720140000021000
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