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1 – 10 of 68Katherine Espinoza and Karen Kohler
The purpose of this study is to investigate how participating in a multicultural education course impacted bilingual preservice teachers' (BPSTs) conceptions of identity and how…
Abstract
Purpose
The purpose of this study is to investigate how participating in a multicultural education course impacted bilingual preservice teachers' (BPSTs) conceptions of identity and how they were able to use their experiential knowledge to create a virtual library based on a variety of topics related to multicultural education.
Design/methodology/approach
This qualitative case study examines the experiences of three BPST candidates within a multicultural education course during the fall 2020 semester. The authors focused on three preservice teachers’ written reflections, interviews and work samples based on a virtual library project.
Findings
The authors describe the critical role BPST preparation programs have in developing coursework that provides opportunities for building a positive self-identity that values life experiences. Such opportunities foster BPSTs’ ability to create lessons that are reflective of identity and diversity inclusive of culture, language, immigration and LGBTQ+.
Originality/value
For some time now, researchers have examined how teacher education programs should include opportunities to interrogate preservice teachers' own experiences in K-12. However, few researchers have directly documented how to connect these experiences to preservice teacher coursework and create classroom resources based on these critical reflections.
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Andrea Flanagan-Bórquez and Kiyomi Sánchez-Suzuki Colegrove
In this chapter, we analyze and reflect on how our cultural identities and educational experiences as international students who pursued a doctoral degree in the United States…
Abstract
In this chapter, we analyze and reflect on how our cultural identities and educational experiences as international students who pursued a doctoral degree in the United States affected and influenced our teaching philosophy and praxis as professors and educators. In this sense, we examine how our cultural identities and experiences help us define and shape our teaching praxis in the contexts in which we teach. We both are professors of color – Latino and Latino-Japanese – who graduated from doctoral programs in the United States. Currently, we work and serve culturally and linguistically diverse students, including first-generation students, in public higher education settings in Chile and the United States. We used a collection of narratives to delve into the significance of these events in our praxis. As theoretical lenses, we analyze these narratives using cultural identity and the reflecting teacher to examine our practices and identities as educators. We both conclude that our reflections, experiences, and cultural identities have been instrumental in the process of developing a professional identity that guides our teaching praxis in ways that are critical and social justice oriented.
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This study aims to investigate the integration of heritage language and culture in technology-enhanced bilingual education and examine the dominance of the English language and…
Abstract
Purpose
This study aims to investigate the integration of heritage language and culture in technology-enhanced bilingual education and examine the dominance of the English language and culture in computer-assisted language learning settings.
Design/methodology/approach
This research used a narrative inquiry methodology. The data came from semi-structured interviews with 25 bilingual teachers in the Kurdistan region of Iraq and Texas.
Findings
The study found a significant bias in the use of technology toward the target language, often at the expense of heritage language and culture. The curricula analyzed were predominantly focused on superficial cultural elements of the target language, leading to a neglect of deeper cultural engagement.
Originality/value
This research highlights the phenomenon of cultural cringe within bilingual education and the skewed use of technology toward the target language.
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Cristina A. Huertas-Abril and Francisco Javier Palacios-Hidalgo
Considering the potential of Collaborative International Online Learning (COIL) for cross-boundaries interacting and collaborating effectively, this study aims to explore the…
Abstract
Purpose
Considering the potential of Collaborative International Online Learning (COIL) for cross-boundaries interacting and collaborating effectively, this study aims to explore the intercultural awareness of pre-service language teachers after participating in a COIL project.
Design/methodology/approach
Following a quantitative research approach and an exploratory cross-sectional method, the authors administered a 13-item questionnaire to unveil the perceptions of 64 future language teachers from Spain after their online experience with counterparts from the USA.
Findings
Participants consider that COIL may have enhanced their intercultural and global awareness and equipped them with valuable skills and knowledge for the future, being women more positive than men. Moreover, the results also suggest that those participants who have not traveled abroad consider COIL to be a good opportunity to compensate for the lack of knowledge or experience with other cultures resulting from not having had the opportunity to visit other countries.
Practical implications
COIL needs to be seen as a powerful tool to promote global learning, intercultural understanding and the development of skills among students that will be vital for success in today’s interconnected world. Nevertheless, universities and teacher training centers need to rethink the preparation of future teachers for the increasing demands to prepare students for the requirements of the global world, and to do so, they need to consider that COIL may offer them significant benefits.
Originality/value
This work offers an interesting exploration of teachers’ attitudes toward COIL, providing insights into the potential of online collaboration for developing intercultural awareness.
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Sharon Chang and A. Lin Goodwin
Co-teaching is a foundational mentoring model used in teacher residency programs in urban classrooms throughout the United States of America. Beyond the basic understanding of…
Abstract
Purpose
Co-teaching is a foundational mentoring model used in teacher residency programs in urban classrooms throughout the United States of America. Beyond the basic understanding of co-teaching in categorizing classroom models, the purpose of this qualitative case study is to investigate the dialectical tensions manifested in mentored co-teaching activities through the lens of cultural-historical activity theory (CHAT).
Design/methodology/approach
Designed as a qualitative case study of 17 pairs of teaching-residents and mentor-teachers, the authors used thematic analysis to scrutinize archival interview data in an urban teacher residency program located in the largest megalopolis of the USA Northeast. The authors used CHAT-based concept coding to analyze the interview narratives from participants across different secondary school placements as they reflected on their co-teaching philosophy and the relationships they built.
Findings
The authors found that for teaching-residents and mentor-teachers to co-develop as co-teachers, they jointly must learn to resolve the dialectical tensions of unbalanced classroom ownership vs added co-working responsibilities, breaking from routine so that a partnership can grow. Furthermore, the findings suggest that the prefix co- should be understood as (1) shifts in thinking that transcend the status quo and (2) the orchestration of human capital to change norms.
Originality/value
This new understanding of the prefix co- allows teacher education programs to better mediate the dialectical tensions experienced by co-teachers in a mentored co-teaching activity, from individual teacher learning (e.g. a pair/dyad comprising one teaching-resident and one mentor-teacher) to collective co-learning across activity systems (e.g. partnership-based teacher education).
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Roza Valeeva, Aydar Kalimullin and Tatiana Baklashova
This chapter focuses on a unique partnership made possible by Kazan Federal University, which has one of the largest teacher preparation programs in the Russian Republic. The…
Abstract
This chapter focuses on a unique partnership made possible by Kazan Federal University, which has one of the largest teacher preparation programs in the Russian Republic. The partnership sponsors a scientific-practical conference known as the International Forum on Teacher Education (IFTE), arguably the most influential conference in the field of education in Eastern Europe and post-Soviet countries. Thousands of papers about different educational themes have been presented since 2015. Researchers share their views and their research results on the issues of modernization and development of the content of teacher education. Most recently, international guests have been playing a larger role. For example, ISATT partnered with IFTE and an ISATT regional conference flew under the IFTE banner in 2019. Many ISATT regional representatives attended. Since then, more researchers from the western world – including those from Europe and the United States – have been regularly attending IFTE, which is gaining an international reputation for being one of the most comprehensive teacher education conferences in the world.
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Mica Pollock, Dolores De los Angeles Lopez, Mariko Yoshisato, Reed Kendall, Erika Reece and Benjamin Carmichael Kennedy
This paper aims to explore a national anti-hate messaging project, #USvsHate, and its call to students to create public messages refusing “hate, bias, and injustice.” Participants…
Abstract
Purpose
This paper aims to explore a national anti-hate messaging project, #USvsHate, and its call to students to create public messages refusing “hate, bias, and injustice.” Participants indicated that #USvsHate’s invitation to publicly express students’ ideas about equal human value functioned as a next step in furthering youth voice and critical consciousness toward societal inclusion and justice.
Design/methodology/approach
Using grounded theory, analysis drew from teacher interviews (n = 45), student focus groups (n = 30), anonymous participant questionnaires and student-created messages and backstories (n = 250) gathered between 2017 and 2020.
Findings
Participants indicated #USvsHate’s call to amplify student voice offered a next step to act upon awareness of social issues by denouncing hate while promoting inclusivity. Four invitations related to the project’s “anti-hate message” call emerged as important to participants: the invitation to comment personally on improving society; the creative invitation to share perspectives in any media form; the invitation to speak to a promised public audience; and the invitation to join a collective “us” improving society.
Originality/value
Youth voice and critical consciousness scholarship show the importance of supporting K12 youth to develop abilities to speak about injustice while pursuing an inclusive democracy. Still, less research highlights youth who might enter a classroom with some level of such awareness. This research extends existing scholarship by examining a potential next step to inviting critical consciousness and youth voice in any classroom. It also explores the potential pitfalls of this open-ended approach.
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Leading up to and now living amid the Covid-19 pandemic, teachers are faced with strong incentives, even pressure to adopt and use digital technologies. Previous research has…
Abstract
Leading up to and now living amid the Covid-19 pandemic, teachers are faced with strong incentives, even pressure to adopt and use digital technologies. Previous research has focused on teaching with digital technologies as a matter of believing in their importance and receiving specific preparation for integration strategies. Further, teaching with technologies must appear “seamless” during instruction to not distract from what is regarded to be the more important subject matter knowledge. In this chapter, I review and problematize digital instruction focused on convincing teachers to integrate strategies that use digital technologies in a “seamless” way and then propose an alternative view emphasizing posthumanist, relational views of integrating digital technologies.
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Although special education was built upon the foundation of the Civil Rights Act of 1964, the discrimination that many racialized students receiving special education services…
Abstract
Although special education was built upon the foundation of the Civil Rights Act of 1964, the discrimination that many racialized students receiving special education services experience cannot be denied. Many culturally, ethnically, and linguistically diverse students receiving special education services encounter labels that perpetuate racism and ableism and lead to inequitable access to services and resources necessary for more positive postsecondary outcomes. By honoring intersectionality and dismantling the singular identity, educators can become change agents and shift the historic oppressive narrative to create a system of empowerment as these individuals transition from transitional kindergarten to age 21 special education programs (TK-21) schools into adulthood.
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