Prelims

Self-Study of Language and Literacy Teacher Education Practices

ISBN: 978-1-78754-538-0, eISBN: 978-1-78754-537-3

ISSN: 1479-3687

Publication date: 2 August 2018

Citation

(2018), "Prelims", Self-Study of Language and Literacy Teacher Education Practices (Advances in Research on Teaching, Vol. 30), Emerald Publishing Limited, Leeds, pp. i-xv. https://doi.org/10.1108/S1479-368720180000030006

Publisher

:

Emerald Publishing Limited

Copyright © 2018 Emerald Publishing Limited


Half Title Page

SELF-STUDY OF LANGUAGE AND LITERACY TEACHER EDUCATION PRACTICES

Series Page

ADVANCES IN RESEARCH ON TEACHING

Series Editor: Volumes 1–11: Jere Brophy

Volumes 12–29: Stefinee Pinnegar

Recent Volumes:

Volume 19: From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community
Volume 20: Innovations in Science Teacher Education in the Asia Pacific
Volume 21: Research on Preparing Preservice Teachers to Work Effectively with Emergent Bilinguals
Volume 22A: International Teacher Education: Promising Pedagogies (Part A)
Volume 22B: International Teacher Education: Promising Pedagogies (Part B)
Volume 22C: International Teacher Education: Promising Pedagogies (Part C)
Volume 23: Narrative Conceptions of Knowledge: Towards Understanding Teacher Attrition
Volume 24: Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals
Volume 25: Exploring Pedagogies for Diverse Learners Online
Volume 26: Knowing, Becoming, Doing as Teacher Educators: Identity, Intimate Scholarship, Inquiry
Volume 27: Innovations in English Language Arts Teacher Education
Volume 28: Crossroads of the Classroom: Narrative Intersections of Teacher Knowledge and Subject Matter
Volume 29: Culturally Sustaining and Revitalizing Pedagogies: Language, Culture, and Power

Title Page

ADVANCES IN RESEARCH ON TEACHING VOLUME 30

SELF-STUDY OF LANGUAGE AND LITERACY TEACHER EDUCATION PRACTICES: CULTURALLY AND LINGUISTICALLY DIVERSE CONTEXTS

EDITED BY

JUDY SHARKEY

University of New Hampshire, USA

MEGAN MADIGAN PEERCY

University of Maryland, USA

United Kingdom – North America – Japan – India – Malaysia – China

Copyright Page

Emerald Publishing Limited

Howard House, Wagon Lane, Bingley BD16 1WA, UK

First edition 2018

Copyright © 2018 Emerald Publishing Limited

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British Library Cataloguing in Publication Data

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ISBN: 978-1-78754-538-0 (Print)

ISBN: 978-1-78754-537-3 (Online)

ISBN: 978-1-78754-719-3 (Epub)

ISSN: 1479-3687 (Series)

Acknowledgments

We would like to express our sincere gratitude to Stefinee Pinnegar for her enthusiastic support and encouragement for this volume. Generous and gracious with her time and insight, Stefinee believed in this project from the beginning. Thanks also to Mary Frances Rice for her willingness to review chapters (along with Stefinee) and her insightful comments. Sarah Jusseaume and Sumeyra Gök, doctoral students at the University of New Hampshire, provided excellent assistance with a variety of administrative and logistical tasks. Finally, thank you to all educators dedicated to improving their practices so that our schools and communities are more inclusive, participatory, and socially just.

About the Authors

Maria da Conceicao Athanassiou is Adjunct Faculty at the Graduate School of Education at Lesley University in Cambridge, Massachusetts. She worked as a Bilingual Educator and ESL Practitioner in public schools. Her research focuses on preparing teachers to adopt a culturally responsive pedagogy that supports the needs of all diverse learners.

Bethney Bergh is Associate Professor of Education at Northern Michigan University where she teaches online graduate courses in administration and supervision. Dr Bergh serves as Director of the Educational Administration and Education Specialist Programs in NMU’s School of Education, Leadership and Public Service. Her courses emphasize mindful and reflective practices as a means of enhancing the educational experiences of both teachers and students. Dr Bergh’s research interests include the development of school culture, ethical leadership, school safety, online teaching, and the use of self-study methodology to grow in one’s practices.

Shawn Michael Bullock is Senior Lecturer in the History of Education at the University of Cambridge, UK. Prior to this appointment, he was Associate Dean of Graduate Studies in the Faculty of Education at Simon Fraser University, Canada. Dr Bullock’s current research program explores the intersections between the history of education and teacher education.

Lucy Bunning is Assistant Teaching Professor at NU Global at Northeastern University in Boston, Massachusetts. She has taught English for speakers of other languages in university, private, and community-based programs. Her research focuses on pedagogies that support multilingual learners joining new discourse communities.

Abby Cameron-Standerford is Associate Professor of Education at Northern Michigan University, where she teaches undergraduate and graduate courses in special education and serves as Director for the Graduate Learning Disabilities program. Within the Learning Disabilities program, Dr Cameron-Standerford designs and teaches research-based courses on topics such as trends in special education, positive behavior supports, and methods for teaching content area subjects to students with learning disabilities. Her research interests include teacher preparation with purposeful and embedded universal design and modeling differentiated instruction, multimodal literacies, online learning, and self-study methodology as a framework to improve teaching and learning.

Amparo Clavijo Olarte is Professor of Literacy at Universidad Distrital Francisco José de Caldas, Bogotá, Colombia. Her most recent research focuses on Community Based Pedagogies and Literacies in Language Teacher Education. She has published articles and book chapters about Colombian public school teachers using community pedagogies with students to inquire about social and cultural issues that affect their neighborhoods.

Vy Dao is a Doctoral Candidate in Curriculum, Instruction, and Teacher Education at Michigan State University. Employing individual-social dialectics, Vy investigates the pedagogy of teacher education, focusing on multicultural education teaching practices, both inside and outside the US contexts. Vy employs ethnography and auto-ethnography as methodological lenses in her research.

Christi Edge is Associate Professor of Education at Northern Michigan University, where she teaches undergraduate secondary education methods courses, graduate K-12 reading and literacy courses, and where she is Extended Learning and Community Engagement Scholar. In 2016, she received the university’s Excellence in Teaching Award. Presently, she serves as the Self-study of Teaching and Teacher Education Practices Secretary (2016–2018). Her research addresses teachers’ classroom literacy, teachers’ meaning making, becoming teachers, and learning from experience.

Scott Farver is a Doctoral Candidate in Curriculum, Instruction, and Teacher Education at Michigan State University. His work focuses on critical examinations of race, especially Whiteness, within teaching and teacher education. Scott is a former 5th grade teacher and a returned Peace Corps volunteer.

Brian Girard is Associate Professor in the Department of Educational Administration and Secondary Education at The College of New Jersey. He earned an MA and PhD in Educational Studies from the University of Michigan. A former middle school teacher, his research focuses on teaching and learning history.

Laura C. Haniford is Associate Professor in the Department of Teacher Education, Educational Leadership and Policy at The University of New Mexico. A former middle school English teacher, her research focuses on the discursive construction of teacher identities, and the use of self-study methodology.

Davena Jackson is a Doctoral Candidate in Curriculum, Instruction and Teacher Education at Michigan State University. Her research focuses on critical examinations of racial literacy, race, racism, and antiblackness among teachers and students within teaching and English education. Davena is a former middle and high school English Teacher.

Marjori Krebs is Associate Professor in the Department of Teacher Education, Educational Leadership and Policy in the College of Education at the University of New Mexico. Dr Krebs teaches both undergraduate and graduate students in teacher preparation. Her research focuses on teacher preparation, service-learning, and project-based learning.

Lu Leng is Assistant Professor in Department of English Education at Jinan University, China. She holds a PhD in Educational Psychology from the University of Hawaii at Manoa. Dr Leng has done extensive research on Philosophy for Children approach to education and psychological and cultural analysis on educational/behavioral phenomenon.

Megan Madigan Peercy is Associate Professor at the University of Maryland. Her research focuses on preparation and development of teachers throughout their careers, as they work with linguistically and culturally diverse learners. Her recent research appears in Teaching and Teacher Education, Action in Teacher Education, and International Multilingual Research Journal.

Karen Ragoonaden is Director of the Summer Institute in Education and Professional Development programs at The University of British Columbia. Her teaching, research, and service reflect her commitment to provide educational leadership in conceptualizing culturally responsive approaches, curriculum design, and innovation. Fluently bilingual in English and French, her academic interests span the breadth of scholarship of teaching and learning with a focus on French Education, Contemplative Practices, and Aboriginal Education. Bridging the gap between narrative inquiry and action research, her work in the area of Self-Study of Teacher Education Practices (S-STEP) has proven to be an important component of developing practitioner inquiry.

Maribel Ramírez Galindo teaches English and Spanish Language Arts at Institución Educativa Alfonso López Pumarejo, Bogotá, Colombia. She is a former Lecturer in the MA in Applied Linguistics Program at Universidad Distrital Francisco José de Caldas, Bogotá, Colombia. As a Practitioner-Researcher she focuses on critical literacies and community-based pedagogies.

Kathleen Ann Ramos is Assistant Professor in George Mason University’s Teaching Culturally and Linguistically Diverse and Exceptional Learners (TCLDEL) graduate program. A lifelong Educator, Kathy supports teachers nationally and internationally to serve English Learners (ELs) and their families with excellence and equity as culturally responsive, globally competent educators.

Elizabeth Robinson is Assistant Professor in the Sociology Department and the director of the Education Studies Program at Suffolk University in Boston, Massachusetts. Her research focuses on preparing teachers to work with ELs the use of participatory research methods in schools, and teaching for justice.

Laura Schall-Leckrone is Associate Professor and Director of TESOL and bilingual education at the Graduate School of Education at Lesley University in Cambridge, Massachusetts. She worked as a Bilingual Educator in public schools. Her research focuses on preparing teachers to teach linguistically diverse students and pedagogy that promotes critical literacies.

Roxanna M. Senyshyn is Assistant Professor of Applied Linguistics and Communication Arts and Sciences at Pennsylvania State University, Abington College, where she teaches TESOL education and intercultural communication courses. Her research interests include intercultural and transformative learning in teacher education, intercultural competencies for academic and professional purposes, and second language writing.

Judy Sharkey is Associate Professor in the Education Department at the University of New Hampshire. Before becoming a teacher educator, she taught English as a foreign language for 10 years in countries in Asia, the Middle East, and Latin America. Her research focuses on teacher and student learning in multilingual/pluricultural urban communities. Her recent work has appeared in Journal of Teacher Education and Language Teaching Research. She is the editor of the Teaching Issues section of TESOL Quarterly.

Patience A. Sowa is Senior Research Education Analyst with Research Triangle Institute International’s (RTI) international education division. At RTI, she works in the areas of upper primary literacy in middle-to-low income countries. Prior to her appointment at RTI she was an Associate Professor of Teacher Education. She serves on the editorial review boards of Teaching and Teacher Education and The Reading Teacher.

Amber Strong Makaiau is Director of Curriculum and Research at the University of Hawai‘i Uehiro Academy for Philosophy and Ethics in Education and Associate Specialist at the University of Hawaii at Manoa College of Education Institute for Teacher Education Secondary Program.

Cheryl Torrez is Associate Professor in the Department of Teacher Education, Educational Leadership and Policy at the University of New Mexico. She taught elementary school for 11 years and served as Distinguished Teacher in Residence at CSU-Sacramento. Her research interests include teacher education, school-university partnerships, and clinical preparation.

Francis John Troyan is Assistant Professor of World Language Education at The Ohio State University in Columbus. His research and teaching focus on language teacher development in immersion education and world language education in the United States and plurilingual education in France.

Jessica Ching-Sze Wang is Full Professor at the School of Education, National Chiayi University (Taiwan). She is the author of John Dewey in China: To Teach and to Learn (2007). Her major work is to pre-service teachers for inquiry-based learning, to work with in-service teachers to implement philosophy for children Hawaii (p4cHI) in elementary schooling, and to innovate new ways to make p4c more attuned to societal challenges and cultural needs, which includes using Chinese philosophy to do p4c.

Prelims
Enhancing Teacher Education for an Inclusive Pluralistic World: A Shared Commitment across Multiple Landscapes
Part I Teacher Educator Professional Development in Culturally and Linguistically Diverse Contexts: A Lifelong Process
The Accidental Teacher Educator: Learning to be a Language Teacher Educator within Diverse Populations
Using Self-Study to Examine Our Research and Teaching Practices as EFL Teacher Educators in Colombia
Getting Down to Identities to Trace a New Career Path: Understanding Novice Teacher Educator Identities in Multicultural Education Teaching
Discursive Resources in a Multicultural Education Course
Developing an Inquiry Stance in Diverse Teacher Candidates: A Self-Study by Four Culturally, Ethnically, and Linguistically Diverse Teacher Educators
Reframing Our Use of Visual Literacy through Academic Diversity: A Cross-Disciplinary Collaborative Self-Study
Part II Pedagogical Practices and Policies Related to Linguistic Diversity and Language Development
Preparing Teachers for English Learners in Rural Settings
Facilitating Preservice Teachers’ Transformation through Intercultural Learning: Reflections from a Self-Study
Impacting Classrooms and Ourselves: A Self-Study Investigation of Our Work with and within an Indigenous Pueblo Community
Sifting Through Shifting Sands: Confronting the Self in Teaching Bilingual Emirati Preservice Teachers
Cycles of Research: A Self-Study of Teaching Research in a Sheltered English Instruction Course
Toward a Coherent Approach to Preparing Mainstream Teachers to Teach Language to Emergent Bilingual Learners: Self-Study in TESOL Teacher Education
Moving beyond “Très bien”: Examining Teacher Mediation in Lesson Rehearsals
Index