Literaturnachweis - Detailanzeige
| Autor/in | Garza, Armando |
|---|---|
| Titel | From Community College to Bilingual Teachers: Aspirations, Validation, and Identity of Latinx Pre- and In-Service Teachers |
| Quelle | In: NABE Journal of Research and Practice, 9 (2019) 1, S.35-46 (12 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2639-0043 |
| DOI | 10.1080/26390043.2019.1589284 |
| Schlagwörter | Community Colleges; Bilingual Teachers; Hispanic Americans; Preservice Teachers; Resilience (Psychology); Biculturalism; Educational Experience; Aspiration; Self Concept; College Transfer Students; Bachelors Degrees; Cultural Capital; Foreign Countries; First Generation College Students; Texas; Mexico |
| Abstract | Using community cultural wealth as an overarching theoretical lens and validation theory interconnected with language and identity frameworks, this paper describes the educational trajectories of Latinx bilingual pre- and in-service teachers in the borderlands. This study explores how its participants experienced struggles and resilience while constructing an identity as capable bicultural-bilingual teachers. In doing so, this manuscript presents the participants' voices as stories of resilience that were crucially impacted by (in)validation agents throughout their K-16 education. Having the premise that the voices of bilingual Latinx teachers need to be heard and utilized as pedagogical tools, this study contributes to the line of research on the pipeline of teachers of color, their educational trajectories, and their constant struggles and resilience while pursuing their college degree. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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