Highly Effective Practices of Three Bilingual Teacher Preparation Programs in US Hispanic-Serving Institutions (HSIs)
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| Format: | Artículo científico |
| Language: | en |
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Asociación Internacional de Ciencias Sociales y Trabajo Social
2020
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| author | Esther Garza |
| author_facet | Esther Garza |
| contents | Highly Effective Practices of Three Bilingual Teacher Preparation Programs in US Hispanic-Serving Institutions (HSIs) Esther Garza Katherine Espinoza Margarita Machado-Casas Belinda Schouten Myriam Jimena Guerra Sociología Bilingual Pre service Teachers (BPSTs) Identity Formation of BPSTs Bilingual teacher preparation Hispanic Service Institutions (HSIs) Bilingual teacher preparation programs are opportunities for aspiring teachers or Bilingual Pre-Service Teachers (BPSTs) who have linguistic proficiency and cultural knowledge in two languages that are seen as assets to address the needs for bilingual and multilingual populations in the US. However, there is an evident shortage that has been documented to attest to the high need of hiring bilingual and dual language educators (USDE, 2015). In this article, three bilingual teacher preparation programs housed in Hispanic Serving Institutions (HSIs) explore their practices and present highly effective examples for bilingual and dual language teacher preparation. The findings include the process of bilingual teacher identity formation that calls for critical consciousness that includes an awareness of the sociopolitical and sociocultural connections for learning. Other significant findings include support for highly effective pedagogical practices and attention to the socioemotional process that leads to advocacy and agency resulting in a social justice orientation and perspective. A cyclical model is presented as a framework for successful bilingual teacher preparation and the implications provide a future direction in exploring the cyclical model as a recruitment and retention strategy for successful bilingual teacher preparation. 2020 artículo científico 2386-4915 https://www.redalyc.org/articulo.oa?id=672174479005 en http://www.redalyc.org/revista.oa?id=6721 Ehquidad: La Revista Internacional de Políticas de Bienestar y Trabajo Social application/pdf Asociación Internacional de Ciencias Sociales y Trabajo Social Ehquidad: La Revista Internacional de Políticas de Bienestar y Trabajo Social (España) Num.14 |
| format | Artículo científico |
| id | redalyc_672174479005 |
| institution | Redalyc |
| language | en |
| publishDate | 2020 |
| publisher | Asociación Internacional de Ciencias Sociales y Trabajo Social |
| spellingShingle | Highly Effective Practices of Three Bilingual Teacher Preparation Programs in US Hispanic-Serving Institutions (HSIs) Esther Garza Sociología Bilingual Pre service Teachers (BPSTs) Identity Formation of BPSTs Bilingual teacher preparation Hispanic Service Institutions (HSIs) Highly Effective Practices of Three Bilingual Teacher Preparation Programs in US Hispanic-Serving Institutions (HSIs) Esther Garza Katherine Espinoza Margarita Machado-Casas Belinda Schouten Myriam Jimena Guerra Sociología Bilingual Pre service Teachers (BPSTs) Identity Formation of BPSTs Bilingual teacher preparation Hispanic Service Institutions (HSIs) Bilingual teacher preparation programs are opportunities for aspiring teachers or Bilingual Pre-Service Teachers (BPSTs) who have linguistic proficiency and cultural knowledge in two languages that are seen as assets to address the needs for bilingual and multilingual populations in the US. However, there is an evident shortage that has been documented to attest to the high need of hiring bilingual and dual language educators (USDE, 2015). In this article, three bilingual teacher preparation programs housed in Hispanic Serving Institutions (HSIs) explore their practices and present highly effective examples for bilingual and dual language teacher preparation. The findings include the process of bilingual teacher identity formation that calls for critical consciousness that includes an awareness of the sociopolitical and sociocultural connections for learning. Other significant findings include support for highly effective pedagogical practices and attention to the socioemotional process that leads to advocacy and agency resulting in a social justice orientation and perspective. A cyclical model is presented as a framework for successful bilingual teacher preparation and the implications provide a future direction in exploring the cyclical model as a recruitment and retention strategy for successful bilingual teacher preparation. 2020 artículo científico 2386-4915 https://www.redalyc.org/articulo.oa?id=672174479005 en http://www.redalyc.org/revista.oa?id=6721 Ehquidad: La Revista Internacional de Políticas de Bienestar y Trabajo Social application/pdf Asociación Internacional de Ciencias Sociales y Trabajo Social Ehquidad: La Revista Internacional de Políticas de Bienestar y Trabajo Social (España) Num.14 |
| title | Highly Effective Practices of Three Bilingual Teacher Preparation Programs in US Hispanic-Serving Institutions (HSIs) |
| topic | Sociología Bilingual Pre service Teachers (BPSTs) Identity Formation of BPSTs Bilingual teacher preparation Hispanic Service Institutions (HSIs) |
| url | https://www.redalyc.org/articulo.oa?id=672174479005 |