Getting into the zone: Cases of student-centered multicultural literacy teacher education
Abstract
The purpose of this article is to report our preliminary work on student-centered teacher preparation to promote school success among culturally and linguistically diverse learners. The authors believe that teacher education programs need to be very purposeful in their approach to multicultural literacy teacher education. Drawing upon Vygotskian perspective on learning, the authors chose two cases from the beginning of their teacher education program and during student teaching, which often marks the end of teacher education program. The authors explain the potential of a student-centered approach they experienced and its implications for teacher education programs.
Reference
Kim, Y., Turner, J.D. & Mason, P.A. (2015). Getting into the zone: Cases of student-centered multicultural literacy teacher education. Action in Teacher Education, 37:2, 102-119, DOI: 10.1080/01626620.2015.1013162
Journal
Action in Teacher Education
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
- Action Research
- Qualitiative
Geographic Setting
Institutional Context
Certification Level
- Elementary
- Special Education
Programatic Focus
Research Location Context
Preservice Participants
- graduate students (alt certification)
- Undergraduates (university based program)
Preservice Sample Size
40
Other Participant Data
Duration of Data Collection
Data Sources
- course materials
- student work
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
- Inside (studying their own practices)
Research Questions
How might two student-centered approaches improve teacher education for linguistically and culturally diverse students and contribute to multicultural teacher education?
Is this research question explicit from the manuscript? Combination