Imagining the Knowledge, Strengths, and Skills of a Latina Prospective Teacher

Autor/inn/en	Gomez, Mary Louise; Rodriguez, Terri L.
Titel	Imagining the Knowledge, Strengths, and Skills of a Latina Prospective Teacher
Quelle	In: Teacher Education Quarterly, 38 (2011) 1, S.127-146 (20 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Teacher Shortage; Hispanic American Students; Dropout Rate; Low Achievement; Achievement Gap; Teacher Recruitment; Preservice Teacher Education; Teacher Education Programs; Teacher Educators; Family School Relationship; Politics of Education; Interpersonal Relationship; Student Teacher Evaluation; Context Effect; United States + Suchen Sie Ihr Suchwort? Lehrermangel; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Unterdurchschnittliche Leistung; Lehrerrekrutierung; Lehramtsstudiengang; Lehrerausbildung; Teacher education; Education; Lehrerbildung; Educational policy; Bildungspolitik; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; USA
Abstract	Today in the United States, there is a shortage of teachers who culturally and linguistically match the increasing United States school-age population of Latinos/as. Latino/a youth are not faring well academically in U.S. schools. One widely discussed remedy for the low achievement and high dropout rate of Latino/a students is developing a larger pool of Latino/a teachers with whom students can affiliate. In addition to increasing the number of Latino/a prospective teachers, the authors advocate for institutions that prepare teachers to focus on the strengths, knowledge, and skills that Latino/a teacher candidates bring to teacher education and work to improve their experiences on campus and in their course work. This article presents a case study which is embedded within a larger study that aims to understand how Latino/a prospective teachers experience success in their teacher education program, and how they draw upon linguistic and cultural resources in the crafting of professional identities and practices. The authors first present a review of literature that is divided into three thematic parts: (1) making family-school connections; (2) orientations towards political consciousness; and (3) developing personal relationships. These are prominent themes they see as grounding the literature on Latino/a practicing and prospective teachers and paraprofessionals. They then present a snapshot of how one Latina understands her own knowledge, strengths, and skills as a teacher, and contrast that with how several White teacher educators understood these dimensions of her identity. In doing so, they hope to uncover some encouragements and barriers to educating more Latino/a teachers in predominantly white teacher education programs. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10