Search results for: Flores Belinda Bustos
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Culturally Efficacious Mathematics and Science Teacher Preparation for Working with English Learners
The authors argue that mathematics and science teachers must be culturally efficacious and engage in responsive practices to work effectively with English learners (ELs). They claim that the design of teacher preparation programs plays an integral role in the efficacy development of the teacher. The findings reveal that program and school-context experiences work in tandem to support mathematics and science teachers’ efficacy in working with ELs. The qualitative evidence indicates that these secondary mathematics and science teachers are supported through Accelerated Teacher Education Program (ATEP) to become culturally efficacious. Specifically, for mathematics and science teachers working with ELs, ATEP program sources of efficacy include the cohort model–community of practice.
Updated: Sep. 05, 2017
The authors wanted to examine if participating as a cohort in an early childhood graduate program could facilitate the exploration, analysis, and reconstruction of teachers’ beliefs and practices of five teachers. The findings revealed that the participants continue their professional journey by attending workshops and seminars that focus on developmentally appropriate practices. Although the authors acted as facilitators in the early childhood graduate program, the participants created their own community of practice that continues to serve as a support system in which deep reflection and application occur. The authors suggest that the process undertaken by these early childhood teachers is a model that can be emulated by other practicing teachers. There are several recommendations that might facilitate this process.
Updated: Nov. 03, 2015
Teacher Academy Induction Learning Community: Guiding Teachers Through Their Zone of Proximal Development
This article aims to examine the effectiveness of the induction support provided to teacher candidates/interns as they transition into the teaching profession. This case study is an analysis of the Academy for Teacher Excellence’s (ATE) support provided by the Teacher Academy Induction Learning Community (TAILC). The authors contend that the induction program presented can serve not only to support the retention of Latino teacher candidates, but can be used as a model to support other candidates working with diverse populations. The authors conclude that effective teacher induction support assists novice teachers through their zone of proximal development in becoming members of a community of practice.
Updated: Sep. 15, 2013
The authors argue that it is crucial to prepare early childhood teachers to create high-quality environments that facilitate the development of all children. The Early Childhood Ecology Scale-Revised (ECES-R) has been developed as a reflective tool to help early childhood teacher candidates examine their beliefs concerning classroom ecology. The authors posit that the ECES-R identifies five dimensions that promote a high-quality, culturally responsive classroom ecology. These dimensions include the sociocognitive, sociocultural, sociolinguistic, socioemotional, and sociophysical dimensions.
Updated: Dec. 30, 2012