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?

Does this study draw on a large, preexisting data set?

Research Approach

none stated

Geographic Setting

not stated

Institutional Context

University based

Certification Level

ESL Endorsement

Programatic Focus

culturally relevant pedagogy
Diversity

Research Location Context

Language arts methods

Preservice Participants

undergraduate preservice teachers

Preservice Sample Size

Duration of Data Collection

1 semester

Data Sources

Document Analysis
Interviews
Observations

Data Analysis Tools

coding (non-specific)

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

Comments

1 Comment

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Editor

James V Hoffman

6 years ago

The findings seem to focus mostly on the course and not on the field (because the field experience didn’t reflect the course focus and identity shifts?) a puzzle

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