Within and beyond a Grow-Your-Own-Teacher Program: Documenting the Contextualized Preparation and Professional Development Experiences of Critically Conscious Latina Teachers

Autor/in	Morales, Amanda R.
Titel	Within and beyond a Grow-Your-Own-Teacher Program: Documenting the Contextualized Preparation and Professional Development Experiences of Critically Conscious Latina Teachers
Quelle	In: Teaching Education, 29 (2018) 4, S.357-369 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2018.1510483
Schlagwörter	Hispanic Americans; Minority Group Teachers; Females; Rural Schools; English (Second Language); Second Language Learning; Cultural Differences; Bilingualism; Self Concept; Mothers; Professional Identity; Feminism; Epistemology; Cultural Context; Preservice Teacher Education; Faculty Development; Teaching Methods; Longitudinal Studies; Nontraditional Students; Distance Education; Educational Experience; Critical Theory; Race; Computer Mediated Communication; Reflection; Teacher Attitudes; Communities of Practice; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; Weibliches Geschlecht; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Kultureller Unterschied; Bilingualismus; Selbstkonzept; Mother; Mutter; Feminismus; Erkenntnistheorie; Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Distance study; Distance learning; Fernunterricht; Bildungserfahrung; Kritische Theorie; Rasse; Abstammung; Computerkonferenz; Lehrerverhalten; Community
Abstract	This study provides an account of seven Latina teachers' select educational, professional, and personal experiences over the past 10 years as they completed a grow-your-own-teacher program, became licensed teachers, and established themselves in Latinx minority--majority public schools within their rural, mid-western community. More specifically, as a Latina researcher and participant observer, I sought to better understand the culturally and linguistically diverse (CLD) Latina teachers' process-oriented engagement and "conscientization" over time. Far from being 'ready-made' conscientized teachers, in this work I discuss the ways CLD Latina teachers' multiple and developing identities as bilingual learners, mothers, racialized minorities in schools, and educated professionals serve as both burdens and gifts in their engagement and processes of conscientization for teaching CLD students. Through the use of critical literatures, and life and professional story methodologies informed by Chicana feminist epistemologies, I sought to privilege Latina teachers' narratives as well as uncover the mechanisms and experiences that proved most impactful for their development and sustainment within white normative educational spaces. Findings illustrate an emergence of racialized, identitarian resources among Latinas and implicate a nuanced, culturally contextualized, pedagogical approach to pre-/in-service CLD teacher professional development that engages participants in reflective storying, critical inquiry, and restorative community building. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01