Keywords
school-university partnership, teacher education
Document Type
Article
Abstract
This case study describes actions and outcomes of a school-university partnership to better prepare teachers for high-need schools with large numbers of English Learners. Using a place-based approach to preparing community teachers, preservice and inservice teachers and teacher educators collaboratively learned how to work with families and community members to address student needs and developed core practices attuned to the socio-cultural context. The partnership also established a pathway to teaching for bilingual/bicultural students from the community. Data are derived from semi-structured interviews, focus groups, intern and teacher surveys, journal reflections, and a statewide teacher employment database.
Genre/Form
articles
Recommended Citation
Carney, Joanne; Chu, Marilyn; Donnelly, Susan; Riddle Buly, Marsha; and Carroll, David
(2018)
"Using a Place-Based Approach in Preparing Community Teachers for High-Need Schools,"
Journal of Educational Controversy: Vol. 13:
No.
1, Article 2.
Available at:
https://cedar.wwu.edu/jec/vol13/iss1/2
Subjects - Topical (LCSH)
Teachers--Training of; Community and college; College-school cooperation
Language
English
Format
application/MSWord
Type
Text