This volume identifies resources, models, and specific practices for improving teacher preparation for work with second language learners. It shows how faculty positioned themselves to learn from resources, experts, preservice teachers, their own practice, and each other. The teacher education professionals leverage their experience to offer theoretical and practical insights regarding how other faculty could develop their own knowledge, improve their courses, and understand their influence on the preservice teachers they serve.
The book addresses challenges others are likely to experience while improving teacher preparation, including preservice teacher resistance, the challenge of adding to already-packed courses, the difficulty of recruiting and retaining busy faculty members, and the question of how to best frame the larger issues. The authors also address options for integrating the work of improving teacher preparation for linguistic diversity into a variety of different teacher education program designs. Finally, the book demonstrates a data-driven approach that makes this work consistent with many institutions’ mandate to produce research and to collect evidence supporting accreditation.
Part 1: Defining the Problem Space and Possibilities 1. The Urgency of Preparing Teachers for Second Language LearnersElizabeth R. Howard, Thomas H. Levine, and David M. Moss 2. Teacher Educator Capacity to Prepare Preservice Teachers for Work with Emergent BilingualsThomas H. Levine and Elizabeth R. Howard3. Recruiting and Organizing Learning among Busy Faculty MembersThomas H. Levine, Elizabeth R. Howard & Mileidis Gort Part 2: Revising Courses and Developing Practices 4. Using a Conceptual Frame to Infuse Material about Emergent Bilinguals into a Teacher Education Course Megan E. Staples and Thomas H. Levine5. Solving Problems of Space, Time, and Knowledge: How to Fit Learning About Linguistic and Cultural Diversity into Teacher Education CoursesDouglas Kaufman, Mary P. Truxaw, Alan S. Marcus, Sandra B. Billings, & Manuela Wagner 6. Teaching Preservice Teachers How to Learn From—and About—their Emergent Bilingual Students: The Foundation for Everything ElseDouglas Kaufman7. Leveraging Clinical Experiences to Prepare Teachers for Culturally and Linguistically Diverse StudentsRebecca D. Eckert, Susan L. Payne, Robin E. Hands, and René Roselle Part 3: Assessing Outcomes and Learning Along the Way 8. Assessing Progress Within and Across Cohorts Elizabeth R. Howard, Megan E. Welsh, Thomas H. Levine, and David M. Moss 9. Instruction in Progress: In Search of Effective Practices for Emergent Bilinguals Cory Wright-Maley, Thomas H. Levine, and Eileen M. Gonzalez 10. From Professional Learning to Professional Action and Back Again Rachael Gabriel and Manuela Wagner 11. Preservice Teachers’ Evolving Knowledge and Practice Toward Linguistically—and Culturally—Responsive Pedagogy Wendy J. Glenn and Mileidis Gort Part 4: Moving Forward 12. Pathways to success: Models of Teacher Preparation for Cultural and Linguistic Diversity David M. Moss, j. Zack, and Susan L. Payne 13. Final Recommendations for Initiating a Faculty Learning Community Elizabeth R. Howard, Thomas H. Levine, and David M. Moss
The Routledge Research in Teacher Education series presents the latest research on Teacher Education and also provides a forum to discuss the latest practices and challenges in the field.