دورية أكاديمية
Research on Preparing Preservice Mainstream Teachers for Linguistically Diverse Classrooms
| العنوان: | Research on Preparing Preservice Mainstream Teachers for Linguistically Diverse Classrooms |
|---|---|
| اللغة: | English |
| المؤلفون: | Mills, Tammy, Villegas, Ana Maria, Cochran-Smith, Marilyn |
| المصدر: | Teacher Education Quarterly. Fall 2020 47(4):33-55. |
| الإتاحة: | Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| تاريخ النشر: | 2020 |
| نوع الوثيقة: | Journal Articles Information Analyses |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Student Diversity English Language Learners Teacher Competencies Teacher Education Programs Equal Education Teacher Attitudes Teaching Methods Power Structure Social Bias Elementary Secondary Education Minority Group Students Educational History Bilingual Education Educational Legislation Second Language Learning State Legislation Federal Legislation English (Second Language) Cultural Awareness Study Abroad Educational Research Social Influences |
| Laws, Policies and Program Identifiers: | Bilingual Education Act 1968 |
| تدمد: | 0737-5328 |
| مستخلص: | Despite an increasing number of English-language learners (ELLs) in U.S. schools and a trend toward placing them in mainstream classrooms, relatively little attention has been paid to synthesizing and appraising the extant research on how future mainstream teachers are prepared to teach this student population. To shed light on this topic, the article analyzes the limited but expanding body of research on the preprofessional preparation of mainstream teachers for linguistically diverse classrooms. The authors found that between 2000 and 2018, teacher educators experimented with a variety of pedagogical strategies, most of which situated learning to teach ELLs in diverse classrooms, schools, and communities--both in the United States and elsewhere. The authors conclude that despite having equity goals and including a variety of pedagogically rich ideas for preparing future mainstream teachers to teach ELLs, the vast majority of the studies leave unquestioned the power dynamics that sustain existing educational and social inequalities, thereby perpetuating the status quo. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| رقم الأكسشن: | EJ1271931 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0737-5328 |
|---|