ERIC Number: EJ1052027
Record Type: Journal
Publication Date: 2015-Mar
Abstractor: As Provided
Reference Count: 70
Empathetic, Critical Integrations of Multiple Perspectives: A Core Practice for Language Teacher Education?
Daniel, Shannon M.
TESOL Journal, v6 n1 p149-176 Mar 2015
In this self-study, the author reflects on her implementation of empathetic, critical integrations of multiple perspectives (ECI), which she designed to afford preservice teachers the opportunity to discuss and collectively reflect upon the oft-diverging multiple perspectives, values, and practices they experience during their practicum (Daniel, 2014; Grossman, Smagorinsky, & Valencia, 1999; Thompson, Windschitl, & Braaten, 2013; Zeichner, 2010). Because candidates can experience conflicting values in practicums, such as the use of transmission-based pedagogy versus constructivist views of learning (Anderson & Stillman, 2010), they need support and opportunities to talk about how they navigate these contradictory goals and visions of effective instruction. The author found that ECIs help candidates to participate in building connections between university-based and practicum-based learning experiences in teacher education, a problem that Zeichner (2010) has suggested teacher educators remedy. Results of this self-study led the author to a new goal of cultivating responsiveness at two levels--(1) in her own responsiveness with candidates, and (2) in her abilities to cultivate candidates' responsiveness with ELLs.
Descriptors: Second Language Learning, Second Language Instruction, Teaching Methods, Empathy, Teacher Education, Instructional Effectiveness, Constructivism (Learning), English Language Learners, Practicums, Language Teachers, Preservice Teachers
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: firstname.lastname@example.org; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A