Learning from<i>Escuela</i>: Documentary Film as a Context for Teacher Learning

Khasnabis, Debi; Goldin, Simona

doi:10.1080/15210960.2016.1127059

“…Nikki's reflection displays her resistance to the deficit assumptions educators have often made regarding Latino parents (Ada & Zubizarreta, 2011;Khasnabis & Goldin, 2016;Pollack, 2012). Instead, Nikki pointed directly to the extra efforts Olinda made to support her son.…”

Section: Teaching and For Learningmentioning

confidence: 99%

“…Teacher educators must make greater efforts to ensure that TCs are familiar with the importance of these connections, and the positive impact these connections can have on academic achievement (Quezada, 2014;Quezada, Alexandrowicz, & Molina, 2013). In addition to these positive impacts, scholars have noted the dangers of deficit narratives (Khasnabis & Goldin, 2016;Pollack, 2012) that are of particular risk to beginning teachers. Community connections can help to disrupt these perspectives, as the work of Warren, Noftle, Ganley, & Quintanar (2011) evidences.…”

Section: Teaching and For Learningmentioning

confidence: 99%

Six blocks down, take a left at the corner: Learning to teach English learners outside the school walls

Khasnabis

¹

,

Reischl

²

2018

Self Cite

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In this article we report on a three-staged teacher education model, designed to support the development of culturally responsive teaching practice in teacher candidates who are preparing to work with multilingual learners. The creative focus of this model is most pronounced in our effort to enable teacher candidates to "get out of context" of the school setting and to envision curricular possibilities by looking to the community. Our teacher education model assists teacher candidates (TCs) to learn community-based culturally responsive teaching pedagogies for multilingual learners through (1) supporting culturally responsive teaching practice in the abstract, (2) engaging practice that pushes past the confines of the school walls, and (3) putting it all together in a community-focused unit of instruction. We advocate for the creative potential of positioning TCs' learning outside of the school walls and inside the community. For each stage of our model, we provide examples of practice using data from a unit of instruction titled Making a Living-Making a Life that teacher candidates co-created with the authors and experienced teachers. The unit was designed for a summer program in a U.S. Midwestern community for approximately one hundred fourth-to eighth-grade English learners. 1 | INTRODUCTION Beginning and experienced teachers often struggle to learn in and from multicultural settings to design culturally responsive curriculum (Hyland, 2009; Sugarman, 2010). In teacher education programs, teacher candidates (henceforth TCs) may learn about culturally responsive (Villegas &

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“…An additional challenge teacher educators must address is the disconnect between what TCs say they would do and what they can actually enact in their practice with children and families. Our previous work Khasnabis, Goldin, & Ronfeldt, 2015;Khasnabis and Goldin, 2016;Khasnabis, Goldin, Perouse-Harvey, & Hanna, 2019), as well as that of others (Ball & Forzani, 2009), points to the reality that learning about others' strengths and experience does not immediately or necessarily translate to learning how to practice in asset-filled ways.…”

Section: Introductionmentioning

confidence: 99%

Tangling With Race and Racism in Teacher Education: Designs for Counterstory-Based Parent Teacher Conferences

Goldin

¹

,

Khasnabis

²

,

O’Connor

³

et al. 2019

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Our research is guided by the aim to use counterstories pedagogically in teacher education. We report on counterstory-based parent teacher conference simulations, where composite case narratives support teacher candidates in taking up asset-based perspectives. Our work rests upon the assertion that asset-based framing must not remain purely conceptual; rather, asset-based frames must infuse teaching practice. We examine how counterstories can be constructed to ensure that they are robust, respectful, and pedagogically useful for teacher education.

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The Practice of Partnering: Simulated Parent–Teacher Conferences as a Tool for Teacher Education

Khasnabis

¹

,

Goldin

²

,

Ronfeldt

³

2018

Action in Teacher Education

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In this article we report on a three-staged teacher education model, designed to support the development of culturally responsive teaching practice in teacher candidates who are preparing to work with multilingual learners. The creative focus of this model is most pronounced in our effort to enable teacher candidates to "get out of context" of the school setting and to envision curricular possibilities by looking to the community. Our teacher education model assists teacher candidates (TCs) to learn community-based culturally responsive teaching pedagogies for multilingual learners through (1) supporting culturally responsive teaching practice in the abstract, (2) engaging practice that pushes past the confines of the school walls, and (3) putting it all together in a community-focused unit of instruction. We advocate for the creative potential of positioning TCs' learning outside of the school walls and inside the community. For each stage of our model, we provide examples of practice using data from a unit of instruction titled Making a Living-Making a Life that teacher candidates co-created with the authors and experienced teachers. The unit was designed for a summer program in a U.S. Midwestern community for approximately one hundred fourth-to eighth-grade English learners. 1 | INTRODUCTION Beginning and experienced teachers often struggle to learn in and from multicultural settings to design culturally responsive curriculum (Hyland, 2009; Sugarman, 2010). In teacher education programs, teacher candidates (henceforth TCs) may learn about culturally responsive (Villegas &

show abstract

Learning fromEscuela: Documentary Film as a Context for Teacher Learning

Cited by 6 publications

References 11 publications

Six blocks down, take a left at the corner: Learning to teach English learners outside the school walls

Six blocks down, take a left at the corner: Learning to teach English learners outside the school walls

Tangling With Race and Racism in Teacher Education: Designs for Counterstory-Based Parent Teacher Conferences

The Practice of Partnering: Simulated Parent–Teacher Conferences as a Tool for Teacher Education

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