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ERIC Number: ED348878
Record Type: RIE
Publication Date: 1992
Reference Count: 0
Bilingual Teachers' Voices.
In a study of bilingual education teachers' experiences and perceptions of bilingual education, four female trained, experienced, Spanish-English bilingual primary school teachers were interviewed in depth and observed in class. Semi-structured, open-ended interviews focused on the following: teacher background and experience; experiences with students, colleagues, administrators, and parents; changes in curriculum and policies over time; and experiences in bilingual teacher education. Narrative case studies for each teacher, maintaining her own voice, were created. Cross-case analysis of the narratives revealed similarities and differences and allowed comparison with recent literature. The report describes the study and summarizes major findings in the following areas: effects of teacher background on teaching; need for native language policy commitment and improved evaluation instruments, procedures, and policies; collegial acceptance and institutionalization of bilingual programs; teacher professional judgment and curriculum design; formal and informal teacher education opportunities; the teachers' roles with students; and the bilingual teacher as a community liaison. A 17-item bibliography is included. (MSE)
Descriptors: Bilingual Education, Bilingual Teachers, Case Studies, Curriculum Design, Educational Change, Educational Policy, Elementary Secondary Education, Interviews, Peer Relationship, School Community Relationship, School Role, Spanish Speaking, Student Evaluation, Teacher Attitudes, Teacher Characteristics, Teacher Education, Teacher Role, Transitional Programs
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers; Teachers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).