Read more
Through a critical-ecological lens, this book examines how to prepare preservice teachers to be resourceful and responsive practitioners in addressing the intellectual needs of children often labeled as "culturally and linguistically diverse." It explores a comprehensive re-design of a teacher education program grounded in research on the complex factors that affect the teaching and learning of linguistically and culturally diverse children. Re-Designing Teacher Education for Culturally and Linguistically Diverse Students challenges hegemonic cultural and linguistic norms, quantitative and static views of "resources," the impact of U.S. education policy, and the limited attention to the agency, identities, and strategic actions of diverse students and their families.
List of contents
Foreword Luis Moll 1. Introduction Ana Christina DaSilva Iddings 2. Why are Critical Perspectives and Ecological Approaches Needed in Early Childhood Teacher Education?: Toward a Trans/contextual Cultural-Ecological Approach Mariana Souto-Manning 3. Using a Design-based Research Approach: Educating Early Childhood Teachers to Understand, Engage, and Teach the Culturally and Linguistically Diverse Child Donna Jurich, Ana Christina DaSilva Iddings, Renée Clift 4. Engaging Teacher Educators’ Commitment to the Principles of CREATE Over Time Sheri Robbins, Kimberly S. Reinhardt, Renee T. Clift 5. Prospective Teachers Interactions with Families: Understanding Home Contexts Norma Gonzalez & Rebecca Zapien 6. Teacher Candidates Connecting to Community Resources and Children’s Literacies Iliana Reyes, Jesus Acosta, Ana Fierro, Yi-Ping Fu & Rebecca Zapien 7. Thinking with Teacher Candidates: The Transformative Power of Story in Teacher Education María V. Acevedo, Dorea Kleker, Lauren Pangle, and Kathy G. Short 8. Understanding Children’s Funds of Knowledge through Observations of Play Haeny S. Yoon 9. Guided Reading Books and Photography Leveraging Pre-service Teachers’ Understanding of Emergent Literacy Instruction Eliza Desirée Butler, Nayalin Pinho Feller & Ana Christina DaSilva Iddings 10. Making Race and Racism Visible: Respecting and Valuing the Voices of Educators of Color in Teacher Preparation Programs Kelli Gray & Mary Carol Combs 11. Learning to Teach for Equity, Access, and Inclusion: Directions for Program Design and Research in Early Childhood Teacher Education Deborah Wells Rowe12 Afterword H. Richard Milner IV
About the author
Ana Christina da Silva Iddings is Professor of Language, Literacy, and Culture--Early Childhood at the University of Arizona, USA.
Summary
Through a critical-ecological lens, this book examines how to prepare preservice teachers to be resourceful and responsive practitioners in addressing the intellectual needs of children often labeled as "culturally and linguistically diverse." It explores a comprehensive re-design of a teacher education program grounded in research on the complex factors that affect the teaching and learning of linguistically and culturally diverse children. Re-Designing Teacher Education for Culturally and Linguistically Diverse Students challenges hegemonic cultural and linguistic norms, quantitative and static views of "resources," the impact of U.S. education policy, and the limited attention to the agency, identities, and strategic actions of diverse students and their families.
