Is Experience the Best Teacher?

Gallego, Margaret A.

doi:10.1177/0022487101052004005

Cited by 83 publications

(22 citation statements)

References 22 publications

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“…Beyond gaining rich pre-service experience in urban schools, successful education preparation programs have restructured field experiences to include immersion in urban communities (Coffey, 2010;Gallego, 2001;Ladson-Billings, 2000;Mahan, 1982). Urban community experiences have aided future educators in the ability to truly understand the realities of urban students, in context.…”

Section: Discussionmentioning

confidence: 99%

Unprepared: A Qualitative Exploration of the Preparation Practices of SLPs Practicing in Urban Schools

Farrugia¹

2018

TLCSD

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Section: Discussionmentioning

confidence: 99%

Unprepared: A Qualitative Exploration of the Preparation Practices of SLPs Practicing in Urban Schools

Farrugia¹

2018

TLCSD

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“…Community immersion through service-learning can serve as an important concept for teacher preparation (Baldwin, Buchanan, Rudisill, 2007;Boyle-Baise & Grant, 2004;Boyle-Baise & Sleeter, 2000;Gallego, 2001;Wade, Boyle-Baise, & O'Grady;. Students beginning university have identified themselves and socialize within their own groups, often unaware of others' lives (Harro, 2000).…”

Section: Preparing Teachers To Teach Immigrant Studentsmentioning

confidence: 99%

Preparing Teachers for Teaching Immigrant Students Through Service-Learning in Immigrant Communities

Tilley-Lubbs¹

2011

WJE

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Burgeoning immigrant populations fuel discussions about preparing preservice teachers to teach students who have limited English proficiency and diverse cultural backgrounds. This article contributes to the conversation by presenting service-learning in immigrant communities as an effective pedagogy to develop an awareness of students' worlds away from school. This qualitative case study investigates the transformative aspects of a course that places graduate students in service-learning experiences with Spanish-speaking families. The data provide evidence that focused academic study and community experience promote understanding challenges English language learners (SDELs) and their families face, as well as understanding their future roles as teachers of SDELs.

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“…However, for schools in Western/South-Western Sydney, these students are no minority. This is a region where one third of the population is overseas born, where half the world's languages are spoken, and where approximately 80 percent of all humanitarian refugees arriving in NSW were settled from 2001(CRC, 2006. For these schools, so-called 'marginal' students are more often the majority.…”

Section: Locating Refugee Students At the Marginsmentioning

confidence: 99%

Repositioning Refugee Students from the Margins to the Centre of Teachers’ Work

Vickers¹,

McCarthy²

2010

The International Journal of Diversity in Organizations, Commun

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As several notable international scholars have argued, the standardised practices of schools are problematic for many students, since they reinforce the constructed identity of a predominantly white, middle-class, English-speaking society, relecting the predominantly mono-cultural nature of the teaching workforce. Students located at the 'margins' of this institutional identity are constructed as a minority. These students are mostly from families that are socially or economically disadvantaged, and often culturally and/or linguistically diverse. Refugee students occupy an especially 'marginal' position on these criteria. They represent a distraction from what neo-liberal discourses have established as 'central' goals for schools, namely, a focus on outcomes rather than inputs, the use of standardised testing, and an auditing of student outcomes that places schools in competition with each other. Yet in the Western suburbs of Sydney, a region housing almost 10 per cent of Australia's total population, where one third of the population is overseas-born, where half the world's languages are spoken, and where approximately 80 per cent of all humanitarian refugees to NSW are settled, these 'marginal' students are more often at the 'centre'. As a result of an increasing degree of school segregation over the past two decades, in some Western-Sydney schools, these so-called 'minority' students constitute a majority, and educating them is central to their teachers' work. This paper reports on an action-research program based in several of these schools. It provides an account of a refugee support partnership that connects a University-based teacher-education program, local public schools, and a not-forproit agency whose mission is to support literacy development. Research data from this program indicate that the provision of one-on-one tutoring by student teachers results in substantial gains in refugee-students' cultural understandings and academic achievements. The program also transforms the student teachers' understandings of what it means to be a 'good teacher'.

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Is Experience the Best Teacher?

Cited by 83 publications

References 22 publications

Unprepared: A Qualitative Exploration of the Preparation Practices of SLPs Practicing in Urban Schools

Unprepared: A Qualitative Exploration of the Preparation Practices of SLPs Practicing in Urban Schools

Preparing Teachers for Teaching Immigrant Students Through Service-Learning in Immigrant Communities

Repositioning Refugee Students from the Margins to the Centre of Teachers’ Work

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