A Distance-Delivered Teacher Education Program for Rural Culturally and Linguistically Diverse Teacher Candidates

Autor/inn/en	Lohfink, Gayla; Morales, Amanda; Shroyer, Gail; Yahnke, Sally; Hernandez, Cecilia
Titel	A Distance-Delivered Teacher Education Program for Rural Culturally and Linguistically Diverse Teacher Candidates
Quelle	In: Rural Educator, 33 (2011) 1, S.25-36 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-446X
Schlagwörter	Preservice Teacher Education; Teacher Education Programs; Rural Areas; Financial Needs; Rural Education; Distance Education; Educational Technology; Cultural Influences; Student Diversity; Student Needs; Partnerships in Education; Communities of Practice; Nontraditional Students; Hispanic American Students; Program Development; Cultural Relevance; Internship Programs; English (Second Language); Program Effectiveness + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Rural area; Ländlicher Raum; Ländliche Erwachsenenbildung; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Cultural influence; Kultureinfluss; Hochschulpartnerschaft; Community; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Programmplanung; Berufspraktische Ausbildung; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	This article describes a collaborative, distance-delivered, teacher preparation program for rural, culturally and linguistically diverse (CLD) teacher candidates. Multiple institutions partnered with one university in order to diversify the teaching force in the region and meet the needs of CLD students living there. In describing the program's design and implementation phases, a focus on cultural responsiveness to the candidates' needs, their rural settings, and high populations of Latino/a students in the rural areas in which they were trained is presented. Assessment of each implementation phase guided program practice for the participants' training as effective teachers. Relevant discussion indicates that even with responses to the pre-service teachers' academic, social, and financial needs, issues of communication and barriers imposed by distances emerged. Additionally, while collaborative bonds among the partner institutions facilitated the candidates' training as effective teachers, the building of multi-institutional partnerships concurrently with the implementation phases caused participants and implementers stress. (Contains 3 figures.) (As Provided).
Anmerkungen	National Rural Education Association. Web site: http://www.nrea.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10