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Garcia, Amaya; Manuel, Alexandra; Buly, Marsha Riddle – Teacher Education Quarterly, 2019
English learners (ELs) make up 10% of the U.S. student population and are increasingly enrolling in school districts that have little experience with educating these students. A majority of states report shortages in teachers prepared to work with ELs, particularly in the area of bilingual education. Grow Your Own (GYO) programs that recruit and…
Descriptors: State Policy, Educational Policy, English Language Learners, Bilingual Education
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Murai, Harold; Berta-Ávila, Margarita; Figueróa-Ramírez, Karina – Teacher Education Quarterly, 2019
In 2007, the Multilingual/Multicultural Teacher Preparation Center, a teacher education program, was featured in a "Teacher Education Quarterly," 34(4), special issue on diversifying the teaching workforce. Though this center has since ended due to the disbandment of the Bilingual/Multicultural Education Department, this commentary…
Descriptors: Multilingualism, Cultural Pluralism, Teacher Education Programs, Diversity (Faculty)
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Jones, Roy; Holton, Winston; Joseph, Mark – Teacher Education Quarterly, 2019
The primary mission of the Call Me MiSTER (CMM) program, founded in 2000 and headquartered at Clemson University, was originally developed in collaboration with three private historically Black institutions to address the significant shortage of African American men teaching in K-8 public elementary school classrooms. In this article, we describe…
Descriptors: African American Teachers, Males, Elementary School Teachers, Middle School Teachers
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Gist, Conra D. – Teacher Education Quarterly, 2019
Grow Your Own programs, with their focus on preparing and placing community teachers, are increasingly being identified as a viable solution for addressing ethnoracial diversity and teacher shortages in schools. Given the heightened interest in these programs, the focus of this article is to consider various "projects," or rather,…
Descriptors: Diversity (Faculty), Student Diversity, Teacher Shortage, Labor Force Development
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Rogers-Ard, Rachelle; Knaus, Christopher; Bianco, Margarita; Brandehoff, Robin; Gist, Conra D. – Teacher Education Quarterly, 2019
This article introduces a strategy to diversify the teaching workforce through de-centering teacher education as the primary stakeholder in the preparation of diverse teachers. The article expands the focus on teacher recruitment and retention by proposing a model that counters the educational context of White supremacy through Grow Your Own (GYO)…
Descriptors: Teacher Education, Diversity (Faculty), Teacher Recruitment, Teacher Persistence
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Coffey, Heather; Putman, S. Michael; Handler, Laura K.; Leach, Will – Teacher Education Quarterly, 2019
While Grow Your Own (GYO) programs have sought for decades to remedy teacher shortages across the United States, myriad factors, including the demographic shifts in public school populations, have in recent years exacerbated the need to recruit and retain teachers of color and of bilingual backgrounds. Amid models of precollegiate and…
Descriptors: Urban Teaching, Teacher Recruitment, Partnerships in Education, College School Cooperation
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Zúñiga, Christian E. – Teacher Education Quarterly, 2019
This autoethnography explores my experience as a bilingual teacher educator on the Texas, United States-Mexico border supporting the development of preservice teachers' pedagogical Spanish language competencies through a course that I have been developing over the last few years. To this aim, I look at my positionality and experiences developing…
Descriptors: Bilingual Teachers, Teacher Educators, Ethnography, Teacher Attitudes
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Díaz, Zulmaris; Garza-Reyna, Gina Lydia – Teacher Education Quarterly, 2019
To support the growing number of English learners (ELs) across the nation, professors in the field of bilingual education are being called to prepare highly effective bilingual teachers who not only have linguistic proficiency in English and Spanish but can also successfully perform in academic settings. As a result, we, two bilingual education…
Descriptors: English Language Learners, Spanish, Language Proficiency, College Faculty
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Rodríguez-Mojica, Claudia; Briceño, Allison; Muñoz-Muñoz, Eduardo R. – Teacher Education Quarterly, 2019
Mirroring the heterogeneity of Spanish-speaking bilingual teachers and students in the United States, the authors reflect on their diverse linguistic and cultural backgrounds to interrogate what it means to be "linguistically qualified" to prepare bilingual teachers in the United States. Through critical collaborative autoethnographies,…
Descriptors: Bilingual Teachers, Teacher Educators, Spanish Speaking, Cultural Differences
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Bah Fall, Madjiguene Salma – Teacher Education Quarterly, 2019
This article features personal narratives that condemn ideologies that work to render invisible the identities of translingual individuals. The author engages members of the language and literacy field, particularly teachers and researchers, in conversations that will not only denounce antiminoritized groups rhetoric but also counter prejudiced…
Descriptors: Personal Narratives, Self Concept, Language Teachers, Literacy Education
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Yazan, Bedrettin – Teacher Education Quarterly, 2019
I write this autoethnography to narrate and analyze the important episodes in my life's history, learning and teaching English in my home country and preparing teachers to work with emergent bilinguals in the United States. I frame this autoethnography within the burgeoning strand of self-studies of language teacher education and the research on…
Descriptors: Teacher Educators, Ideology, Professional Identity, Language Teachers
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D'Emidio-Caston, Marianne – Teacher Education Quarterly, 2019
Teacher education has found new direction in the demonstrated need for social-emotional development as a focus in our public schools. This article chronicles historic approaches to social-emotional development with references to various fields of study, leading to the recent consensus on what knowledge and skills define an appropriate education…
Descriptors: Resilience (Psychology), Teacher Education Programs, Social Development, Emotional Development
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Hollie, Sharroky – Teacher Education Quarterly, 2019
What is in a name? This question is a quandary for culturally relevant teaching (CRT). As a way of grappling with the dilemma, this article raises three essential questions to address if CRT is being applied in name only, or has it evolved in ways that are beyond just terminology with distinguishable types of CRT? First, a historical accounting or…
Descriptors: Culturally Relevant Education, Teacher Education Programs, Cultural Relevance, Educational History
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Watson, Marilyn; Daly, Lana; Smith, Grinell; Rabin, Colette – Teacher Education Quarterly, 2019
This article contains four parts. It begins with a description of the Child Development Project, a research project aimed at discovering ways to integrate a focus on students' social and moral development in elementary schools. Then we describe the project's mixed results in helping teachers successfully apply its approach to classroom management,…
Descriptors: Student Development, Social Development, Moral Development, Elementary School Students
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Donahue-Keegan, Deborah; Villegas-Reimers, Eleonora; Cressey, James M. – Teacher Education Quarterly, 2019
In this article, we present an integrated approach to social-emotional learning and culturally responsive teaching (SEL/CRT), a framework that has guided the advocacy and practical work of teacher educators (including the authors of this article) in Massachusetts. Hailing from a range of higher education programs across the state, this group has…
Descriptors: Social Development, Emotional Development, Culturally Relevant Education, Teacher Education Programs
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