Search results

As the P-12 student landscape continues to grow in cultural and linguistic diversity, teacher preparation programs have yet to adequately prepare teacher candidates' teaching and learning skills in meeting the academic and socio-emotional needs of diverse student demographics. This article examines teacher candidates’ cultural competence and cultural responsiveness to enhance candidates' educator preparation and stimulate candidates' personal growth development as developing culturally and linguistically responsive new teachers. While many teacher preparation programs require one multicultural or diversity education course, the authors examine a minority serving institution's integration of a cultural immersion experience for teacher candidates as one way of supporting their development as culturally and linguistically sustaining pedagogues. This paper aims at supporting school districts' need of culturally competent new teachers who have the content knowledge and pedagogy to teach and support culturally and linguistically diverse children. Recognizing this need, this qualitative analysis highlights the importance of and a need for cultural and linguistic competence among teacher candidates. Findings from this study provides a means by which universities can implement cross-cultural coursework and field-based experiences to prepare culturally responsive teacher candidates.

Using the systematic search and coding procedures of a meta-synthesis, this paper reviews the extant literature on English language learners (ELLs) in the social studies classroom. The 15 studies making up the corpus adhere to both topical and methodological criteria. The Language-Content-Task (LCT) Framework informed the coding and analysis of the results. Discussion of the findings provides three primary implications: (1) the need for linguistically and culturally responsive instruction for ELLs in social studies classes, (2) the need for increased training for inservice and preservice social studies teachers in preparation for teaching ELLs, and (3) the need for future research among ELLs in the social studies context.

An increasingly diverse student population coupled with rapid technological change makes it paramount to examine how technology is being employed in multicultural teacher preparation (MTP) to prepare US teachers to develop the knowledge, skills, and dispositions to foster globally minded, twenty-first century world citizens. The paper aims to discuss these issues.

This review employs constant comparative method of analysis to examine empirical research on MTP practices employing technology to prepare teachers for the diverse student populations of twenty-first century classrooms. Although prior reviews have synthesized research findings on MTP, no systematic investigation has examined the role of technology in preparing teachers to support diverse learners. This review of research conducted from 2002 to 2012 explores how technology has been utilized in MTP to enhance face-to-face, online, and blended teacher preparation experiences.

Collectively, research reviewed illustrates the power of harnessing technological innovation in preparing TCs as multicultural educators increasingly equipped with globally informed conceptions of diversity and pedagogical approaches for responding to twenty-first century equity issues – and to support their P-12 students in achieving similar goals. While the types and purposes of technology use in MTP varied across these studies, a trend was found in employing technology to contribute to equitable teaching and learning across international settings. In addition, analyses show study contexts varying from teacher preparation classrooms, to field placement settings, to faculty development workshops, both in the USA and abroad.

This review encourages schools of education to redefine traditional teacher preparation methods and venture into the technology-shaped worlds of twenty-first-century students and their teachers.

The purpose of this paper is to report on a collaborative project and study implemented by two teacher educators in an elementary education program. To prepare teacher candidates for field experiences and practicum in a diverse (bilingual) urban school, the program uses coursework to impart asset-based pedagogies and practices.

In this mixed-method case study, this paper examined the awareness and perspectives of preservice teachers (n = 26) to cultural and linguistic diversity and relevant teaching and learning practices. In particular, this study gauged their engagement with multicultural children’s literature in a collaborative interclass activity. The data sources included beginning and end of semester survey responses, notes on participant interactions during the mid-semester collaborative interclass activity and participant retrospective reflections about the activity.

This paper found that teacher candidates showed increased awareness and positive shifts in perspectives. This study also ascertaind that, in learning to become culturally (and linguistically) responsive and sustaining teachers, they benefited from collaborative peer work that focused on learning about multicultural children’s literature, analyzing it and planning to integrate it into their classrooms.

Studies show that culturally relevant literature in schools is beneficial; however, teacher candidates often lack knowledge of such literature and how to use it. This need is especially critical and relevant when learning about and implementing culturally relevant and sustaining practices. The collaborative undertaking discussed in this study fills this gap through co-teaching and interclass activity that brings preservice teachers as a cohort to collaboratively learn about, discuss, reflect on and plan lessons as they prepare to work with students from different backgrounds than their own.

This study aims to use culturally responsive pedagogy as a model to examine teachers’ views of the equity implications found within virtual instruction.

The researchers used a descriptive methods design based on survey research employing both fixed (quantitative) and open response (qualitative) options to curate teachers’ perceptions of their students’ abilities to engage in online learning.

Teachers articulated anxiety for student engagement based on access as well as concerns for student engagement and social emotional learning (SEL) connection. Data point to disparate views of students’ abilities to engage in remote learning based on demographic markers. Teachers also noted their own limitations in providing engaging online instruction that was culturally responsive and included social emotional learning (SEL) learning.

This study provided a unique opportunity to explore teachers’ perceptions of their students in online learning contexts as well as teachers’ perceptions of their own abilities to support diverse students in remote learning. Teachers’ responses indicated deficit views of their culturally and linguistically diverse students and signaled awareness of their own limitations in providing online instruction that was culturally responsive and student centered. Study findings point to a need to equip teachers with tools to mitigate systemic inequity in online contexts.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

The purpose of this study was to explore intrinsic and extrinsic motivations that led 28 teachers of emergent bilingual (EB) students to seek a master's in educational administration with a focus on bilingual/English as a second language (ESL).

To address the study objectives, the authors used a qualitative phenomenological design. The authors conducted online interviews with 28 teachers of EBs. The authors used the self-determination theory as the theoretical framework.

Primarily, teachers of EBs were intrinsically motivated to seek the principalship. The authors identified additional motivators that were not found in the previous literature which heretofore was based on general education teachers' responses. Those motivators were, gain advice from mentors, promote cultural awareness, commit to a campus-wide impact, increase awareness of the importance of bilingual/ESL education programs, and foster a relationship with the school community.

Identifying the intrinsic and extrinsic motivators for teachers of EBs who desire to move into a principal position may aid faculty in university principal preparation programs and administrators in school districts to support and mentor these teachers to better serve as leaders in high need schools.

There is little known about intrinsic and extrinsic motivations of teachers of EBs which influence their decisions to change their career paths to become principals.

The purpose of this paper is to explore four Korean teacher learners’ academic experiences in an Australian Teaching English to Speakers of Other Languages (TESOL) master’s programme. By investigating the ways they encounter the overseas teacher education programme and how to interact with different meanings, this study reveals Korean teacher learners’ multiple selves and several meaning systems embedded in them. The understandings from the case provide some implications for curriculum internationalisation in higher education as well as TESOL.

Interviews, a focus group discussion and metaphors were used as data, and from these narratives, the participants’ experience was categorised into the programme’s aspects of the methods, contents and applicability, materials and usefulness, assessment criteria and feedback and communication and support. Each interview was undertaken in a library for around one and a half hours. At the end of the interviews, participants were required to produce a metaphor of desirable teacher/lecturer roles. For triangulation, a focus group discussion was conducted for approximately two hours, in which three participants could represent social worlds, evaluate them and establish themselves as members of particular groups. All the questions were semi-structured and about teaching and learning experiences in Korea and Australia and ideas of lecturers’ roles, practices and desirable pedagogy.

From the analysis of the participants’ experiences in these, it was revealed that their identity was tangled with that of the (English) teacher, consumer, (international) student and non-native speaker. The meaning systems of these identities were based on the mixture of the Korean traditional and Western or modern educational values: positive attitude towards communicative language teaching and its contexutalisation, pursuit of practical knowledge and pragmatic ideas, favour for discussions and getting confirmation from authorities and being positioned in the weak and using different communication rules, etc.

From the insights from this case, the lecturers and programme coordinators in intercultural TESOL courses will gain some ideas for a curriculum responsive to international needs. While it cannot be denied that the small scale of the study has limitations for generalisation, this research will be one of the required literatures which examines East Asians or Koreans in Western academic institutions, given that this qualitative study complements the findings of the quantitative studies by specifically disclosing the ways Korean teacher learners’ identity and the meaning systems of desirable pedagogies.

For the curriculum internationalisation in TESOL and several higher education (HE) courses, the lecturers’ and the institutions’ awareness of cultural differences and reducing stereotyping, language support and being explicit about new rules in the new game and communication for support and respectful and professional encounters are essential, alongside the learners’ voluntary endeavour for academic adaptation in their overseas learning.

The effort to understand each other in education is a good start for intercultural communication, that is, curriculum internationalisation in TESOL as well as higher education.

Different from other studies in similar areas, this study discloses the multiple selves/identities and meaning systems of the teacher learners in TESOL, by maximising the benefits of a qualitative study. The understandings from this approach help the researcher draw out practical implications for curriculum internationalisation in TESOL and HE.

The accreditation process of academic programs is being used more to recognize program quality and identify areas for improvement based on rigorous standards. This study aims to use the standards of the Council for Accreditation of Educator Preparation (CAEP) as a theoretical and analytical framework to examine the effectiveness and areas for improvement of the teacher education program at Sultan Qaboos University in Oman.

A multiple case-study design is used to investigate the cases of 16 novice program completers. Data is collected using nonparticipant observation and semistructured interviews with 48 key stakeholders: program completers, their educational supervisors and school principals.

Results show that, overall, the program is effective in preparing future teachers to enter the teaching profession, especially in the subject and pedagogical content knowledge, and that stakeholders are generally satisfied with the program. However, about a third believe the program lacks relevance to the responsibilities teachers face on the job and some “technical” skills needed in practice.

First, the findings are limited by the small number of completers’ cases from one teacher education program. Therefore, the authors recommend that future studies should include larger samples of novice teachers graduating from different teacher education programs. Second, the study is limited by focusing only on stakeholders’ perspectives, and teacher observation through CAEP informed categories related to standards 1, 4 and 5. So future research can tell more to the story by uncovering other CAEP standards to provide a more comprehensive view.

The findings of this study are expected to contribute to the existing pool of knowledge on the utility of using international accreditation frameworks, not only as a means to measure the effectiveness of teacher education programs but also to develop such programs according to an internationally recognized set of quality standards. The results may also contribute to the discourse on whether the Madonlization of CAEP standards is a useless business for Arabic-speaking countries.

As elsewhere in the Arab region, education has been placed at the core of the Oman 2040 vision, which prioritizes the improvement of educational outcomes as Oman’s gateway to becoming a developed country. Therefore, it has become clear that teacher education programs need to be subject to scrutiny to ensure that they produce highly qualified teachers. While reform initiatives have raised concerns about the quality of teacher performance in Omani schools, little attention has been given to the effectiveness of teacher education programs in the country.

These results are discussed through three main themes related to the role of teacher preparation programs in the Arab region from a standards-based perspective: they need to be viewed as a rite of passage for all teachers to provide them with only the threshold competence to commence the professional teaching performance, there is a need for more authentic and safe learning experiences in these programs, and finally, there is a need for continuous adjustment of courses in these programs to perfect the “potion” that makes them more effective and relevant.

Multicultural teacher education (MTE), self-efficacy and satisfaction are all important for teachers, especially as they relate to their engagement in practices that are beneficial for culturally and linguistically diverse children. Yet it remains to be seen how these important constructs work together to predict teaching practices once teachers enter the field. The purpose of this paper is to explore how MTE, teacher efficacy, teacher satisfaction and culturally responsive teaching (CRT) practices are related among early childhood teachers.

Specifically, the paper will address the connections between these variables via a path analysis. Previously collected data from 105 public early childhood teachers (PreK-2) in a single county in the Southeast United States was analyzed for the study.

Results suggest that CRT in early childhood is a three-faceted construct with teacher efficacy having a direct effect on all dimensions of CRT and teacher satisfaction having a direct effect on two dimensions of CRT. MTE did not have any direct effect on teacher efficacy, teacher satisfaction or CRT.

This paper contributes to the literature in that it is especially necessary to examine how teacher education influences teachers’ efficacy and practices with culturally and linguistically diverse students. There is limited research on how these variables work together in the early childhood setting.