Pathways to teacher learning in multicultural contexts: A longitudinal case study of two novice bilingual teachers in urban schools

Alfredo Artiles, Ramona M. Barreto, Luis Peña, Karen McClafferty

Research output: Contribution to journalArticle

21 Citations (Scopus)

Abstract

This longitudinal case study focused on the learning trajectories of two novice bilingual education teachers in urban schools. We traced changes in and relationships between these teachers' knowledge, beliefs, and interactive thinking about teaching culturally diverse learners. Multiple data collection strategies were used, including concept maps, in-depth interviews, surveys, and stimulated recall interviews. Data were collected before and after a multicultural education course in which the teachers were enrolled during their 1-year MEd and credential program. Data were also collected during their first and second years of inservice teaching. Results suggest that the relationship between teachers' knowledge, beliefs, and decision making is complicated and dynamic. Classroom and school contexts affected teachers' attempts to enact constructivist and social justice education principles. Moreover, prior beliefs as well as the teacher education program (TEP) and teachers' own developmental needs contributed to the ways in which these teachers learned to teach. The findings suggest that if we are to prepare teachers to teach culturally diverse learners, we must design TEPs that provide both resources and opportunities to master and appropriate the components of good teaching for diverse learners.

Original languageEnglish (US)
Pages (from-to)70-89
Number of pages20
JournalRemedial and Special Education
Volume19
Issue number2
StatePublished - Mar 1998
Externally publishedYes

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Longitudinal Studies
Teaching
Learning
Education
teacher
Interviews
school
learning
Social Justice
Decision Making
bilingual education
intercultural education
interview
social justice
education
decision making
classroom
resources
tetraethylpyrazine
Surveys and Questionnaires

ASJC Scopus subject areas

  • Education

Cite this

Pathways to teacher learning in multicultural contexts : A longitudinal case study of two novice bilingual teachers in urban schools. / Artiles, Alfredo; Barreto, Ramona M.; Peña, Luis; McClafferty, Karen.

In: Remedial and Special Education, Vol. 19, No. 2, 03.1998, p. 70-89.

Research output: Contribution to journalArticle

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