Department of Teaching, Learning and Teacher Education
Date of this Version
2016
Citation
International Journal of Multicultural Education, Vol. 18, No. 3 (2016),
Abstract
This qualitative multiple case study focused on eleven non-traditional, bilingual, Latinas within a teacher education program. The study explored various factors that influenced participants’ desire to pursue and ability to persist as pre-service teachers. The overarching theme identified among participant discourse was personal agency inspired by hardship. Findings indicated that, as a result of their cultural and experiential understandings, participants enacted culturally responsive teaching with their Latino/a students. Furthermore, participants demonstrated a strong sense of personal agency to improve the educational outcomes of culturally and linguistically diverse students and a desire to advocate specifically on behalf of English learner Latino/a students.
Included in
Curriculum and Instruction Commons, Teacher Education and Professional Development Commons