Teacher Preparation Positionally and Agency: Teachers of African Immigrant and Refugee Students

• In Event: Teacher Preparedness for Diverse Learners

Abstract

Increased enrolment of newcomer students from different linguistic and cultural backgrounds to the US classrooms has not matched with revision of teacher education curriculum and teacher preparation training. This study examines how three teachers in a midwestern city address the needs of their increasingly diverse newcomer students from different African countries. We use positioning theory and narrative methods to highlight teachers’ preparedness, positionality, and agency as they navigate changing school demographics. This study has consequential implications for teachers, schools and teacher preparation programs.

Authors

• Lydiah Kananu Kiramba, University of Nebraska - Lincoln
  Presenting Author

• Guy Trainin, University of Nebraska - Lincoln
  Presenting Author