Rich Contexts to Emphasize Social Justice in Teacher Education: Curriculum and Pedagogy in Professional Development Schools Special Issue: Partnering for Equity

Taylor, Sheryl V.; Sobel, Donna M.

doi:10.1080/714044332

Cited by 32 publications

(38 citation statements)

References 16 publications

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“…Reforms aiming to prepare teachers better cannot be limited to a single course or left to the practicum (Meskill, 2005;Mujawamariya & Mahrouse, 2004;Taylor & Sobel, 2003). Similarly, optional courses do not do justice to the issues in education (Barnes, 2006;Mujawamariya & Mahrouse).…”

Section: Complexities Of Working With Ellsmentioning

confidence: 99%

“…Many programs opt for a simple celebration of differences paradigm, which produces low levels of ELL competence. Although cultural inclusion and respect have been gained, PTs express a need for greater cultural content knowledge, explicit instruction with demonstrations, open discussion, practical teaching styles, problem-solving techniques, and opportunities to implement theory realistically (Barnes, 2006;Taylor & Sobel;Valentine, 2006). These components are believed to contribute to ELL competence, yet are not apparent in the curriculum of many teacher education programs.…”

Section: Introductionmentioning

confidence: 99%

“…ELLs are the fastest growing segment of elementary students (Antunez, 2002;Buck, Mast, Ehlers, & Franklin, 2005;Harper & de Jong, 2004). The need to prepare teachers better for working with ELLs is widely recognized (Taylor & Sobel, 2003). Studies have concluded that teachers graduating from edu-cation programs do not have the strategies necessary for simultaneous support of both academic content development and English-language growth (Buck et al;Evans, Arnot-Hopffer, & Jurich, 2005;Waxman & Téllez, 2002).…”

Section: Introductionmentioning

confidence: 99%

“…Studies have concluded that teachers graduating from edu-106 NINA LEE WEBSTER AND ANGELA VALEO cation programs do not have the strategies necessary for simultaneous support of both academic content development and English-language growth (Buck et al;Evans, Arnot-Hopffer, & Jurich, 2005;Waxman & Téllez, 2002). These teachers enter the field with limited cross-cultural knowledge and understanding of classroom challenges (Barnes, 2006;Buck et al;Dorrington & Ramirez-Smith, 1999;Harper & de Jong;Taylor & Sobel), and teachers are taught to understand diversity merely in terms of celebrations and the appreciation of differences. With limited knowledge, teachers are susceptible to misinterpreting the capabilities of ELLs (Buck et al;McLaughlin, 1992), and ineffectual core courses yield low inclusion competence and low levels of ELL sensitivity, leading to premature assumptions and blinders with respect to the assets that ELLs bring to the learning of all children (Pappamihiel, 2004).…”

mentioning

confidence: 99%

“…It is not sufficient to provide a list of strategies without any explanation of their necessity. Thus coursework must be aligned with realism in order to uphold the professional standards required in education (Taylor & Sobel, 2003). …”

mentioning

confidence: 99%

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Teacher Preparedness for a Changing Demographic of Language Learners

Webster¹,

Valeo²

2011

TESL

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English-language learners (ELLs) are becoming common in classrooms with Ontario's escalating immigration trends. Elementary school teachers are increasingly becoming responsible for meeting the needs of linguistically diverse children. This qualitative study explores current teacher preparation practices through preservice teachers' (PT) perspectives and explores how prepared primary-junior PTs are to teach ELLs in southwestern Ontario. Through a structured interview, six certified graduates shared descriptive experiences, knowledge, and beliefs. Findings indicate that although moving toward greater ELL awareness and inclusive mindsets, there is evidence that well-intentioned teachers lack the competence necessary for effective classroom practice. La croissance de l'immigration en Ontario se traduit par la présence accrue d'apprenants d'anglais dans les salles de classe de la province. Les enseignants à l'élé-mentaire se voient de plus en plus souvent accorder la responsabilité de répondre aux besoins d'enfants d'origines linguistiques variées. Cette étude qualitative examine, d'une part, les pratiques en formation des enseignants par le biais des perspectives de stagiaires et, d'autre part, la mesure dans laquelle les stagiaires à l'élémentaire sont formés pour enseigner aux apprenants de l'anglais dans le sudouest de l'Ontario. Dans le cadre d'une entrevue structurée, six diplômés certifiés partagent une appréciation descriptive de leurs expériences, leurs connaissances et leurs croyances. Les résultats indiquent qu'en dépit d'une évolution vers une meilleure reconnaissance des apprenants d'anglais et une attitude mentale plus inclusive, il existe des éléments qui montrent que les enseignants bien intentionnés n'ont pas la compétence nécessaire pour être efficaces en salle de classe. IntroductionOntario is the province of choice for over 50% of newcomers to Canada (Chui, Tran, & Maheux, 2007a, 2007b People for Education, 2008). Immigration continues to fuel Ontario's population growth while significantly contributing to linguistic diversity. As immigration increases, the English-language learners (ELLs) will become increasingly common in regular classrooms. ELLs are the fastest growing segment of elementary students (Antunez, 2002;Buck, Mast, Ehlers, & Franklin, 2005;Harper & de Jong, 2004). The need to prepare teachers better for working with ELLs is widely recognized (Taylor & Sobel, 2003). Studies have concluded that teachers graduating from edu-106 NINA LEE WEBSTER AND ANGELA VALEO cation programs do not have the strategies necessary for simultaneous support of both academic content development and English-language growth (Buck et al.;Evans, Arnot-Hopffer, & Jurich, 2005;Waxman & Téllez, 2002). These teachers enter the field with limited cross-cultural knowledge and understanding of classroom challenges (Barnes, 2006;Buck et al.;Dorrington & Ramirez-Smith, 1999;Harper & de Jong;Taylor & Sobel), and teachers are taught to understand diversity merely in terms of celebrations and the appreciation of differenc...

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Section: Complexities Of Working With Ellsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%