A good start: A progressive, transactional approach to diversity in pre-service teacher education
Abstract
Researchers of teacher education programs have lamented the fact that these programs do little to prepare teachers to work with culturally and linguistically diverse children. In this paper we problematize the traditional transmission teacher education approaches to diversity with respect to preparing teachers to teach reading and language arts to culturally and linguistically diverse children. Further, we use Banks' developmental stages of ethnic identity to discuss the potential impact (or lack of impact) of such traditional transmission teacher education on pre-service teachers. Our research then examines the potential impact of a progressive, transactional reading and language arts methods block of courses at an urban professional development school on pre-service teachers' understanding of teaching culturally and linguistically diverse children. Finally, we situate our findings within Banks' developmental stages of ethnic identity.
Reference
Arias, M. B., & Poynor, L. (2001). A good start: A progressive, transactional approach to diversity in pre-service teacher education. Bilingual Research Journal, 25(4), 417-434.
Journal
Bilingual Research Journal
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
- culturally relevant pedagogy
- Diversity
Research Location Context
Preservice Participants
- undergraduate preservice teachers
Preservice Sample Size
Duration of Data Collection
Data Sources
- Document Analysis
- Interviews
- Observations
Data Analysis Tools
Researcher Positionality
- Inside (studying their own programs)
Research Questions
What do ESL and bilingual pre-service teachers in a progressive, transactional reading and language arts methods course at an urban PDS learn and understand about teaching culturally and linguistically diverse children? (adjusted to just ESL students)
Is this research question explicit from the manuscript? Yes