Teacher Candidates’ Transformative Thinking About the Moral and Political Responsibilities of Teaching English Language Learners

• In Event: 63.051 - Preparing and Supporting Teacher Candidates to Teach English Language Learners

Abstract

This qualitative case study explores the use of critical narrative pedagogy for developing teacher candidates’ knowledge and dispositions. Specifically, this research examines how narrative practices contributed to critical reflection and transformation in teacher candidates who were enrolled in an undergraduate teacher education course designed to prepare pre-service teachers to teach English language learners (ELL) in K-12 schools. Analysis of the data, collected from the responses and assignments of teacher candidates enrolled in the course, indicates transformative thinking about the moral and political implications of teaching English language learners (ELL’s). Implications for critical multicultural teacher education and promising practices for developing teacher candidates who can effectively teach culturally and linguistically diverse students are discussed.

Author

• Michelle Knotts, Hiram College