ERIC Number: EJ1286151
Record Type: Journal
Publication Date: 2021
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1534-8458
EISSN: N/A
"This Is What My Kids See Every Day": Bilingual Pre-Service Teachers Embracing Funds of Knowledge through Border Thinking Pedagogy
Journal of Language, Identity, and Education, v20 n1 p4-17 2021
The present qualitative case study examines how community-based lessons impacted the practices, perspectives, and internship placement experiences of 16 bilingual pre-service teachers. Grounded in the concepts of funds of knowledge and border thinking pedagogy, the findings revealed that bilingual pre-service teachers drew on local knowledge to create community-based lessons; these lessons supported student engagement and participation, and they helped pre-service teachers develop a sense of belonging and connection. We end with important implications for the field of teacher education regarding the (re)framing of teacher preparation programs so that they center on learning with and from students' and communities' funds of knowledge.
Descriptors: Bilingual Teachers, Preservice Teachers, Cultural Background, Cultural Capital, Teaching Methods, Preservice Teacher Education, Teacher Education Curriculum, Internship Programs, Lesson Plans, Cultural Awareness, Sense of Community, Curriculum Design
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A