A Bilingual Special Education Teacher Preparation Program in New York City: Case Studies of Teacher Candidates' Student Teaching Experiences

Autor/inn/en	Martínez-Álvarez, Patricia; Chiang, Hsu-Min
Titel	A Bilingual Special Education Teacher Preparation Program in New York City: Case Studies of Teacher Candidates' Student Teaching Experiences
Quelle	In: Equity & Excellence in Education, 53 (2020) 1-2, S.196-215 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martínez-Álvarez, Patricia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2020.1749186
Schlagwörter	Bilingual Teachers; Special Education Teachers; Preservice Teacher Education; Student Teaching; Teaching Experience; Graduate Students; Students with Disabilities; Inclusion; Reading Achievement; Cooperating Teachers; Student Attitudes; Teacher Attitudes; Educational Legislation; Equal Education; Federal Legislation; New York (New York) + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Teaching practice; Unterrichtspraxis; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Disability; Disabilities; Schüler; Schülerin; Behinderung; Inklusion; Leseleistung; Co-operation; Cooperation; Kooperation; Schülerverhalten; Lehrerverhalten; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	There is a need to better prepare teachers for bilingual classrooms that have students with and without disabilities. This inspired the creation of a new graduate teacher preparation program for the inclusive bilingual classroom in NYC. The program aims to help candidates understand theories and research across bilingual/bicultural education and the teaching of students with disabilities, and how the intersectionality of differences in ability, culture, and language impact learning. This study reports on two candidates' student teaching experiences. It highlights ways in which the candidates reflected on the intersectionality of differences through teaching, as well as the multi-layered positive reactions of students and classroom teachers to their teaching, describing the emotional connections and manifold learning outcomes that resulted. The findings from this study provide valuable information for mentor teachers and teacher preparation programs interested in promoting equity in education through the preparation of inclusive bilingual educators, and has implications for policy development. (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