This chapter aims to share the results of a study of faculty in teacher preparation programs across the state of Texas to identify ways educator preparation has shifted its instruction as a result of COVID-19. Both quantitative and qualitative data results are shared, along with implications. The research provides some clarity regarding how future educator preparation programs and K-12 classroom teachers can adjust instructional practices as the shift to a virtual learning environment continues. The authors offer suggestions for best practices in virtual instruction for lesson planning, classroom management, and technology integration for K-12 teachers, as well as recommendations for teacher preparation programs to prepare pre-service teachers for successful implementation in those three areas while teaching in a virtual environment.
Purpose
The purpose of this study is to investigate how participating in a multicultural education course impacted bilingual preservice teachers' (BPSTs) conceptions of identity and how they were able to use their experiential knowledge to create a virtual library based on a variety of topics related to multicultural education.
Design/methodology/approach
This qualitative case study examines the experiences of three BPST candidates within a multicultural education course during the fall 2020 semester. The authors focused on three preservice teachers’ written reflections, interviews and work samples based on a virtual library project.
Findings
The authors describe the critical role BPST preparation programs have in developing coursework that provides opportunities for building a positive self-identity that values life experiences. Such opportunities foster BPSTs’ ability to create lessons that are reflective of identity and diversity inclusive of culture, language, immigration and LGBTQ+.
Originality/value
For some time now, researchers have examined how teacher education programs should include opportunities to interrogate preservice teachers' own experiences in K-12. However, few researchers have directly documented how to connect these experiences to preservice teacher coursework and create classroom resources based on these critical reflections.
Families are complex, unique, and indispensable in developing literacy skills within children. Families inculcate cultural values, language, and home routines throughout a child's life. These familial routines and culture are vital aspects of family engagement. The past few years of educational upheaval due to the pandemic revealed the resilient nature of the family unit and the importance of culturally responsive family engagement in literacy development. Within an instant, family homes became schools, and family members the educators. While the transition was difficult, many families reported having a deeper sense of the instructional needs of their children and the desire to remain engaged in their literacy development. In light of this, it is vital that educators embrace home literacy and connect these practices to those of the classroom.
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