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

Tilley-Lubbs, Gresilda A.

doi:10.5430/wje.v1n2p104

Cited by 8 publications

References 27 publications

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A critical review of international research into pre-service teachers’ beliefs and practices when teaching migrant learners

Hanna

2023

Lond. Rev. Educ.

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This article provides a critical qualitative review of 26 English-language journal articles from multiple countries that focus on research and practice among pre-service teachers, and their beliefs about, and experiences of, teaching migrant learners. The findings are organised around two themes. First, the review reveals that student teachers are more likely than not to hold negative beliefs and harbour anxieties about teaching migrant learners. While the cultural diversity of the country in which the student teachers are working does not seem to be a strong determinant of such beliefs, research suggests that such beliefs are more often linked to a lack of knowledge and training. Second, the review identifies a strong emphasis on belief in the value of empathy in learning to teach migrant learners, with the caveat that having a migrant background does not necessarily lead to a more empathetic student teacher. The wider discussion problematises empathy as a goal of training and highlights the challenges inherent in encouraging the development of critical self-reflection among pre-service teachers. The review ultimately questions the extent to which pre-service teacher education equips pre-service teachers to work effectively with migrant learners and proposes increased collaborations between researchers and pre-service teachers as a step towards expanding critical research and practice.

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A critical review of international research into pre-service teachers’ beliefs and practices when teaching migrant learners

Hanna

2023

Lond. Rev. Educ.

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A Synthesis of the Research on Community Service Learning in Preservice Science Teacher Education

Khan

VanWynsberghe

2020

Front. Educ.

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Despite recent recommendations urging stronger connections between teacher education programs and their communities, few studies have examined the potential of community service learning (CSL) within science teacher education. The paper aims to: understand how CSL is conceptualized in preservice science teacher education contexts; identify the various ways that CSL is integrated within courses; examine stated outcomes for preservice science teachers, and; explore how research on CSL has been carried out in science teacher education. To better inform science teacher education, the authors embarked upon a research synthesis of relevant articles within preservice science teacher education. Six main findings emerged from the synthesis: (1) different science teacher education programs define CSL similarly, (2) preservice science teachers' engagement with CSL is primarily reported as being beneficial, (3) mixed outcomes are reported in preservice teachers' self-efficacy, confidence, and attitudes toward teaching science, (4) challenges, if reported, tend to be from the perspective of preservice teachers, (5) several common teaching strategies are employed to support the CSL experience, and (6) case study is the most typical research methodology for studying CSL, where the researchers are the instructors of their own CSL courses. These findings are significant for the ongoing development of science teacher knowledge and programmatic directions for the integration of community in science teacher education.

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#UrbanLivesMatter

Webster

Coffey

Ash

Handbook of Research on Professional Development for Quality Teaching and Learning

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In an era marked by major political and social change, teachers of urban students must be prepared to engage and appreciate an ever-changing demographic of learners who come from backgrounds different from their own. In this chapter, we discuss the need for professional development embedded in culturally responsive teaching, multicultural education, and critical literacy, all of which have the power to incite social action. We posit that social action has the potential to empower and engage urban learners in meaningful ways. We believe this work fills the gap that exists in the literature regarding urban education and social and political movements

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

Cited by 8 publications

References 27 publications

A critical review of international research into pre-service teachers’ beliefs and practices when teaching migrant learners

A critical review of international research into pre-service teachers’ beliefs and practices when teaching migrant learners

A Synthesis of the Research on Community Service Learning in Preservice Science Teacher Education

#UrbanLivesMatter

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