Academy for Teacher Excellence: Recruiting, Preparing, and Retaining Latino Teachers through Learning Communities

Autor/inn/en	Flores, Belinda Bustos; Clark, Ellen Riojas; Claeys, Lorena; Villarreal, Abelardo
Titel	Academy for Teacher Excellence: Recruiting, Preparing, and Retaining Latino Teachers through Learning Communities
Quelle	In: Teacher Education Quarterly, 34 (2007) 4, S.53-69 (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Teacher Certification; Teacher Education; Teacher Competencies; Hispanic Americans; Teacher Recruitment; Teacher Persistence; Models; Student Diversity; Second Language Learning; English (Second Language); Educational Opportunities; Equal Education; Partnerships in Education; Faculty Development; Teacher Orientation; Texas + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Lehrkunst; Hispanic; Hispanoamerikaner; Lehrerrekrutierung; Analogiemodell; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Bildungsangebot; Bildungschance; Hochschulpartnerschaft; Teacher; Teachers; Orientation; Lehrer; Lehrerin; Lehrende; Orientierung
Abstract	The Academy for Teacher Excellence (ATE) at the University of Texas at San Antonio and San Antonio College is proposed as a comprehensive model whose overarching goals include: (1) creating a learning ecology that values diversity and prepares teacher candidates for work in diverse communities; (2) increasing the number of Latino students pursuing teacher certification; and (3) preparing all teachers for linguistically and culturally diverse populations. ATE's ultimate outcome is to assure that diverse school populations have equitable opportunities for school success. These goals are addressed through five critical components: Teacher Academy Learning Community, Faculty Development, Faculty Research, School Partnerships, and Induction Support. Essentially, all these components form a cohesive, comprehensive model that teacher preparation institutions can adopt to further enhance the learning ecology for both teacher candidates and their future students. In this paper, the authors exclusively examine the Teacher Academy Learning Community (ATE-TALC). (Contains 1 figure, 1 table and 1 note.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10