Tools that come from within: Learning to teach in a cross-cultural adult literacy practicum

被引：2

作者：

Mosley, Melissa ^{[1
]}

Zoch, Melody ^{[1
]}

机构：

[1] Univ Texas Austin, Univ Stn D5700 1, Austin, TX 78712 USA

来源：

TEACHING AND TEACHER EDUCATION | 2012年 / 28卷 / 01期

关键词：

Preservice teachers; Literacy; Practicum; Culturally responsive pedagogy; PRESERVICE TEACHERS; IDENTITIES; EXPERIENCE; DIVERSITY; KNOWLEDGE; FRAMEWORK; CHILDREN; WORKING; FUNDS;

D O I：

10.1016/j.tate.2011.09.003

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

We report on a study of preservice teachers who tutored adults learning English in a free evening class while simultaneously taking a course titled Community Literacy. Exploring their participation, we wondered in what ways pedagogy developed within this context. Drawing on a close discourse analysis of preservice teachers' written work, we found that each preservice teacher constructed pedagogy differently but in ways that drew on students' funds of knowledge, interests, ways of learning, and political interests. Moreover, through reflections on practice, preservice teachers sedimented their identities as teachers who see diversity as a resource in teaching. (C) 2011 Elsevier Ltd. All rights reserved.

引用

页码：66 / 77

页数：12

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