By Conra D. Gist (auth.)
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Extra resources for Preparing Teachers of Color to Teach: Culturally Responsive Teacher Education in Theory and Practice
Preparing Teachers of Color to Teach: Culturally Responsive Teacher Education in Theory and Practice. New York: Palgrave Macmillan, 2014. 0004. 0004 The Case Study Design and Implementation Lincoln and Guba (2003) describe reflexivity as “the process of reflecting critically on the self as researcher, the ‘human as instrument’. . to come to terms . . with our selves and with the multiple identities that represent the fluid self in the research setting” (p. 283). In this sense, raced, gendered, and classed selves influence the ways in which I view research as well as how research participants interact and perceive me.
In teacher education programs that lack clear sociopolitical and ideological vision for responsively preparing all teachers, the preparation needs of teacher of color often go unmet. For instance, Achinstein and Aguirre (2008) assert that newly inducted teachers of color frequently entered classrooms without receiving any training on how to use their cultural capital to work with the students of color that they taught. In the study, 15 new teachers of color (Latino, African-American, Asian, Filipino, and biracial) working in culturally diverse secondary classroom settings often experienced a form of practice shock when questioned about their cultural identities.
Chapters 4 and 5 will present narrative case studies of each teacher education site. 0004 4 Sunnyside Teacher Education Program Case Study Abstract: Chapter 4 presents findings from the Sunnyside Teacher Education Program case study site. A description of the program and the efforts of administrative leaders to support the preparation experiences of teacher candidates are explored. Individual cases of teacher educators and their teacher candidates of color in the program are also included to examine the role culturally responsive pedagogy played in the teacher education classroom.