Toward a Theory of Generative Change in Culturally and Linguistically Complex Classrooms

Abstract

This article situates the preparation of teachers to teach in culturally and linguistically complex classrooms in international contexts. It investigates long-term social and institutional effects of professional development and documents processes that facilitate teachers’ continued learning. Data from a decade-long study of U.S. and South African teachers supported a model of generative change that explained how professional development could be internalized by teachers, subsequently serving as a heuristic to help them organize their individual programs of instruction. Drawing primarily on two case studies, this article documents teachers’ development of generative knowledge and illustrates how they drew on that knowledge in thinking about students and teaching. The results were to facilitate generative thinking on the part of their students as well.

Reflective Teaching Practice in an EFL Context: A Qualitative Study

“…For this reason, they were of the opinion that they needed to use new teaching material and technology to make connection between new teaching techniques to traditional one so as to increase student's motivation and also their attention to learning. This finding is in accordance with those of (Ball, 2009) who declared reflective teachers must be willing to change their own teaching strategies.…”

“…Hereupon, they examine their behavior and attitude throughout the course. This could help them to recognize obstacle to learning and changing strategies to achieve teaching objectives (Ball, 2009). Therefore, this finding confirms those of previous studies which suggest that there were a relationship between teaching philosophy and teaching practice (Afshar & Farahani, 2015).…”

Toward Culturally Sustaining Leadership: Innovation beyond ‘School Improvement’ Promoting Equity in Diverse Contexts

“…In the United States (US), for example, we have come to rely on improving academic achievement by closing various gaps and decreasing dropout rates for students 'at risk', who happen to be disproportionately poor and more often than not, brown or black students of color. This deficit-based focus on correcting negative attributes of culturally and linguistically diverse students as 'school reform' and novel responses to 'educational change' [5] is not inspired by strength-based research on inclusive or successful measures proven to be effective for all students [6]. However, despite the dearth of innovation in educational leadership approaches, some gains are being made.…”

“…Increasing overall student achievement and reducing dropout rates are the kinds of goals shared by many educational leaders, however levels of innovative leadership practice beyond these and similar efforts vary depending on the leader. strength-based research on inclusive or successful measures proven to be effective for all students [6]. However, despite the dearth of innovation in educational leadership approaches, some gains are being made.…”

Special Issue Race Ethnicity and Education: Initial teacher education: developments, dilemmas and challenges

“…al (2010) also argued that teachers of color that work in schools with high numbers of students of color from low income backgrounds, make these professional decisions in order to improve the educational opportunities provided to these students. Guyton, Saxton and Wesche (1996) Ball's (2009) notion of generativity, these authors highlight the need for more teachers of color to enter the teaching profession and through their teacher education programs, build upon the knowledge they bring with them to their training. These authors provide powerful examples of how teacher education programs can successfully diversify their student body.…”