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ERIC Number: ED565507
Record Type: Non-Journal
Publication Date: 2013
Pages: 366
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3036-7610-9
Transforming Knowledge and Practice: Teacher Educators Engaged in Collaborative Self-Study to Understand Linguistically Responsive Pedagogy
Romaine, Leah Marie
ProQuest LLC, Ph.D. Dissertation, Cardinal Stritch University
As the population of students from linguistically diverse backgrounds in American schools increases, teacher educators must critically examine their own knowledge and practice in order to prepare pre-service teachers to be linguistically responsive educators. LaBoskey's (2004) self-study framework and critical, social constructivist, and social justice theoretical foundations guided the development of this collaborative self-study aimed at impacting participants' understanding of language learners and linguistically responsive practice. The researchers and four female, monolingual, English-speaking faculty members from a private, Midwestern university engaged in a six-month, collaborative self-study (CSS) of linguistic diversity and linguistically responsive pedagogy in order to examine and develop their own knowledge and practice as teacher educators. Qualitative data, including pre-/post-interviews and surveys, monthly meeting transcripts, and written reflections, were coded and analyzed using Lucas and Villegas' (2011) framework for linguistically responsive educators, Nocon and Cole's (2009) diversity-in-literacy matrix and Gee's (2011b) framework for critical discourse analysis. Triangulated data revealed that the depth of participants' understanding of language along with the extent of their interactions with K-12 learners from diverse linguistic backgrounds impacted the evolution of their understanding of focal topics over the course of the study. Participants' nascent sense of sociolinguistic consciousness along with a burgeoning value for linguistic diversity allowed the myth that linguistically responsive pedagogy was "just good teaching" (deJong & Harper, 2005) to persist over the course of the study. Data were used to construct a proposed model that extends Gee's (2011a/2011b) notion of figured worlds. This model in tandem with findings from the study suggested that participants would have benefited from 1) on-going opportunities to interact with K-12 language learners and 2) additional opportunities to examine their own figured worlds around language learners and linguistically responsive practice in light of their evolving understanding of these topics. In an effort to support teacher educators committed to the preparation of linguistically responsive practitioners, recommendations for future self-study initiatives are offered along with recommendations for future research and practice at the K-12 and university level. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A