"I Believe in Home Language, but the Tests Don't": Addressing Linguistic Diversity within Assessment Practices across Literacy Teacher Preparation and Classroom Practice

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Autor/in	Jacobs, Katrina Bartow
Titel	"I Believe in Home Language, but the Tests Don't": Addressing Linguistic Diversity within Assessment Practices across Literacy Teacher Preparation and Classroom Practice
Quelle	In: Teachers College Record, 121 (2019) 7, (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
Schlagwörter	Elementary Secondary Education; Teacher Education Programs; Teacher Competencies; Preservice Teacher Education; Language Usage; Student Diversity; Equal Education; Test Bias; Teacher Attitudes; Beginning Teachers; Reading Teachers; Literacy Education; Teaching Methods; School Role; Beliefs; Expectation; Educational Objectives; Standardized Tests; Student Needs; Student Evaluation; Evaluation Methods + Suchen Sie Ihr Suchwort? Lehrkunst; Lehramtsstudiengang; Lehrerausbildung; Sprachgebrauch; Testkritik; Lehrerverhalten; Junior teacher; Junglehrer; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Teaching method; Lehrmethode; Unterrichtsmethode; Belief; Glaube; Expectancy; Erwartung; Educational objective; Bildungsziel; Erziehungsziel; Standadised tests; Standardisierter Test; Schulnote; Studentische Bewertung
Abstract	Background/Context: Issues of policy, practice, and assessment and the relationships between them have been a persistent focus in the practice and research of teacher preparation. However, the field has also long appreciated the tensions that persist between assessment approaches espoused in most teacher education programs and the realities of practices in K--12 schools. These issues are of particular importance and consideration in the current climate of increasing standardization and accountability measures. There is a need to consider how teacher preparation programs prepare candidates to handle these pressures. Additional research following early-career teachers into the field is also needed to better understand the challenges and possibilities they face within their own literacy assessment approaches. Focus of Study: Building on linguistic diversity work and issues of epistemic privilege and inequality related to literacy assessment in schools, the author theorizes practice within teacher education as inextricably linked to K--12 practices and policies, calling for a shift in teacher education to directly explore, and prepare teachers to navigate and circumnavigate, current policies and contexts. Focusing on linguistic diversity and assessment, I trace the tensions between the teachers' asset-based beliefs and their practices within the current accountability climate. Research Design: This study followed 10 early-career literacy teachers from their teacher preparation program into their first year of teaching. All the candidates completed their studies having strongly demonstrated beliefs in asset-based assessment practices and the need for clear links between assessment and practice. Through survey data--both qualitative and quantitative--and in-depth interview data gathered over a year, the study investigated shifts in the teachers' beliefs and practices as well as the role of their school context in mediating the relationship between the two. Findings: My focus in my analysis of the findings was understanding the impact of linguistic diversity as it relates to equitable assessment practices. These findings indicated that early-career teachers had differing degrees of difficulty implementing even strongly held beliefs. The early-career teachers described tensions between their goals and school expectations, increasing frustrations with standardized assessment measures, and disempowerment regarding their ability to support diverse students in the classroom through assessment measures. Conclusion: Although teacher preparation programs can have a strong impact on candidates' mindsets, simply focusing on shifting beliefs is not enough. I conclude by offering specific suggestions for how to better meet these needs through both pedagogical and theoretical changes within the field of literacy teacher education. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01