What student teachers learn about multicultural education from their cooperating teachers

Téllez, Kip

doi:10.1016/j.tate.2006.07.014

Cited by 19 publications

(8 citation statements)

References 40 publications

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“…He was becoming part of the community, which is probably the most authentic way to gain valid cultural information. Steven's experience corroborates a finding I uncovered in another study (Téllez, 2008); that is, beginning educators who embrace unfamiliar cultural groups (and thereby gain any measure of pedagogical advantage) do so only when they have a genuine desire to become a part of the culture, insofar as it is possible. Culture cannot be learned in any traditional sense; it must be absorbed, and evidence suggests that teachers absorb it best when working with students outside of the traditional boundaries of school (Foster, Lewis, & Onafowora, 2003), just as Steven had.…”

Section: Connection To Mexican-american Culturesupporting

confidence: 71%

A case study of a career in education that began with “Teach for America”

Téllez

2011

Teaching Education

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In this article I share the results of a seven-year case study of an educator who began his career without formal preservice teacher education, as a participant in Teach for America. Steven (a pseudonym) began teaching mathematics in an urban middle school, later teaching social studies to English language learners, and is currently a principal of an urban charter school. Using a narrative/ biographical research method, I have documented how Steven combined his personal resources, the confidence he gained from participating in Teach for America, and, because he began taking professional coursework in his second year of teaching, his emerging understanding of the foundations of teaching and learning (i.e. what he learned at the university) to form the educator he has become. His growth in understanding the culture of his students is a particularly compelling part of his story. Implications for contemporary teacher education are discussed, including the role of multicultural education courses and why customized teacher education programs should become more commonplace.That some teachers get their psychology by instinct more effectively than others by any amount of reflective study may be unreservedly stated. It is not a question of manufacturing teachers, but of reinforcing and enlightening those who have a right to teach.

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Section: Connection To Mexican-american Culturesupporting

confidence: 71%

A case study of a career in education that began with “Teach for America”

Téllez

2011

Teaching Education

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“…It is not that the teachers voiced lower expectations for minority learners but that they focused disproportionately on social and emotional learning and avoided achievement issues altogether. This could indicate a blind spot in the preservice teachers who determined the incidents under discussion, thereby reinforcing Tellez's (2008) findings that new teachers feel challenged in reconciling empathy with high academic expectations.…”

Section: Intercultural Teaching As Integrative Abilitymentioning

confidence: 64%

“…Teachers' empathy was found to increase sensitivity to other cultures (Germain, 1998), to enhance intercultural teaching abilities (Darling-Hammond, 2000;Gordon, 1999), and to create supportive, student-centered classrooms with positive interactions (McAllister & Irvine, 2002). Yet, Tellez (2008) found that empathy could interfere with another attitude: the ability to maintain high expectations and standards for all students, including minority learners (Hodges, 1996). Also, Brock, Moore, and Parks (2007) found that the most effective teachers attributed ineffective lessons to their own teaching, whereas the less effective teachers blamed the students.…”

Section: Attitudesmentioning

confidence: 99%

“…Intercultural communicative competencies that affect teaching include intercultural instructional conversations (Tellez, 2008), cross-cultural listening (Schultz, 2003), and power dynamics (Boler, 2004). Likewise for learners, Dixon (1998a, 1998b) found correlations between intercultural communication and objective and subjective indicators of well-being among Aboriginal adults in Oklahoma, thereby suggesting that learners stand to benefit significantly from intercultural classrooms and teachers.…”

Section: Communication and Languagementioning

confidence: 99%

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Teachers’ Collaborative Conversations About Culture: Negotiating Decision Making in Intercultural Teaching

MacPherson

2009

Journal of Teacher Education

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This article presents findings from a study that investigated intercultural teaching through teachers’ collaborative conversations about critical intercultural incidents in schools. The data were generated through Web-CT and face-to-face dialogues between preservice, inservice, and university teachers about critical intercultural incidents identified by the preservice candidates during practicum experiences. Findings focus on teachers’ intercultural decision making within two broad categories: “minding” (making choices, enabling cultures, respecting and sharing power, and arbitrating and agonizing what is just) and “responding” (fostering intercultural communities, opening “safe” spaces, protecting students and surroundings, and “stepping up” to address it). Implications include the role of social and emotional learning and power dynamics in intercultural teaching and the potential for a case-study approach to intercultural teacher education.

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“…Although perceiving the TLC in positive terms will most probably result in increased proficiency in L2 (Brown, 2000), there is pressing need for teacher education curriculum to engage PTs in a discussion about what is needed to help erase the achievement gap for low-income students (Téllez, 2008). Learning a second language is often viewed by EL teachers as threatening to personal and cultural identity (Gray, 2000), arousing a mix of negative feelings including suspicion and distrust of the dominant language and its speakers (Lambert, 1980).…”

Section: Introductionmentioning

confidence: 99%

Prospective English Language Teachers’ Perceptions of the Target Language and Culture in Relation to their Socioeconomic Status

Arikan¹

2011

ELT

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Prospective foreign language teachers need to have an accurate knowledge and a positive perception of the target language and target culture so that they can help their students gain further insight on culture by and large. Hence, by means of a questionnaire, prospective English language teachers' (n= 412) perceptions of the target language and culture are sought to be answered in relation to their present knowledge of the target language and culture and their socioeconomic status. The results indicate that the participants see themselves knowledgeable in target language, but insufficient in target culture. Similarly, target culture is much less appreciated than the language. It is also shown that attitudes toward target language, knowledge of target culture, parental use of target language, family income, and father's job have significant influence on prospective teachers' perceptions.

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What student teachers learn about multicultural education from their cooperating teachers

Cited by 19 publications

References 40 publications

A case study of a career in education that began with “Teach for America”

A case study of a career in education that began with “Teach for America”

Teachers’ Collaborative Conversations About Culture: Negotiating Decision Making in Intercultural Teaching

Prospective English Language Teachers’ Perceptions of the Target Language and Culture in Relation to their Socioeconomic Status

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