Developing Agency for Advocacy: Collaborative Inquiry-Focused School-Change Projects as Transformative Learning for Practicing Teachers

Autor/inn/en	Brooks, Katie; Adams, Susan R.
Titel	Developing Agency for Advocacy: Collaborative Inquiry-Focused School-Change Projects as Transformative Learning for Practicing Teachers
Quelle	In: New Educator, 11 (2015) 4, S.292-308 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
DOI	10.1080/1547688X.2015.1087758
Schlagwörter	English Language Learners; Teacher Competencies; Student Needs; Teacher Education; Faculty Development; Consciousness Raising; Cultural Awareness; Teacher Attitudes; Attitude Change; Teacher Empowerment; Secondary School Teachers; School Districts; Teacher Collaboration; Communities of Practice; Electronic Mail; Group Discussion; Reports; Journal Writing; Critical Incidents Method; Inquiry; Indiana + Suchen Sie Ihr Suchwort? Lehrkunst; Lehrerausbildung; Lehrerbildung; Bewusstseinsbildung; Cultural identity; Kulturelle Identität; Lehrerverhalten; Attitudinal change; Einstellungsänderung; School district; Schulbezirk; Lehrerkooperation; Community; Elektronischer Briefkasten; Gruppendiskussion; Abschlussbericht; Berichten; Zeitschriftenaufsatz
Abstract	Many general education educators have little pre-service preparation or in-service professional development for teaching students who are English language learners (ELL). Yet, ELLs are one of the fastest growing student populations in the United States. While teachers typically espouse the view that all students can learn, they do not often have the knowledge and skills necessary to support ELLs in their academic and language development. This lack of preparation for teaching ELLs often leads general education teachers to rely heavily on bilingual paraprofessionals and language teachers for educating ELL students. This paper describes a 5-year professional development initiative, Project Alianza, during which the researchers sought to present texts, narratives, experiences, and encounters which generated dissonance during which teacher participants named and questioned their current assumptions, biases, beliefs, and practices. A teacher inquiry project emerged from the analyzed data as a critical experience that caused teachers to make changes in their beliefs and professional practices as they developed a sense of agency for educating and advocating for ELL students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01