"I Did Not Realize That My Teacher Had Taken Away Part of My Identity": Bilingual Preservice Teachers' Virtual Libraries Project

Autor/inn/en	Espinoza, Katherine; Kohler, Karen
Titel	"I Did Not Realize That My Teacher Had Taken Away Part of My Identity": Bilingual Preservice Teachers' Virtual Libraries Project
Quelle	In: Journal for Multicultural Education, 17 (2023) 2, S.168-183 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2053-535X
DOI	10.1108/JME-06-2022-0069
Schlagwörter	Multicultural Education; Bilingual Teachers; Preservice Teachers; Electronic Libraries; Self Concept; Prior Learning; Curriculum Development; Cultural Awareness; Multilingualism; Immigration; LGBTQ People; Preservice Teacher Education; Social Justice; Hispanic Americans; Critical Theory; Reflective Teaching; Texas + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Digitale Bibliothek; Elektronische Bibliothek; Selbstkonzept; Vorkenntnisse; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Cultural identity; Kulturelle Identität; Mehrsprachigkeit; Multilingualismus; Lehramtsstudiengang; Lehrerausbildung; Soziale Gerechtigkeit; Hispanic; Hispanoamerikaner; Kritische Theorie
Abstract	Purpose: The purpose of this study is to investigate how participating in a multicultural education course impacted bilingual preservice teachers' (BPSTs) conceptions of identity and how they were able to use their experiential knowledge to create a virtual library based on a variety of topics related to multicultural education. Design/methodology/approach: This qualitative case study examines the experiences of three BPST candidates within a multicultural education course during the fall 2020 semester. The authors focused on three preservice teachers' written reflections, interviews and work samples based on a virtual library project. Findings: The authors describe the critical role BPST preparation programs have in developing coursework that provides opportunities for building a positive self-identity that values life experiences. Such opportunities foster BPSTs' ability to create lessons that are reflective of identity and diversity inclusive of culture, language, immigration and LGBTQ+. Originality/value: For some time now, researchers have examined how teacher education programs should include opportunities to interrogate preservice teachers' own experiences in K-12. However, few researchers have directly documented how to connect these experiences to preservice teacher coursework and create classroom resources based on these critical reflections. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01