Bilingual Teacher Candidates' Evolving Conceptualizations of Relevant Aspects of Curriculum for Inclusive Education

• In Event: Fairmont Roundtable Session Ten
  In Roundtable Session: Interrogating the Everydayness of Living Curricular Practices: Honoring Language Literacy and Identity Across Multiple Terrains (Table 2)

Abstract

Teachers are essential in enacting curriculum attending to bilingualism and disability simultaneously. Focusing on a semester-long graduate curriculum/instruction course with 23 candidates, this study aims to discern aspects of curriculum that are relevant for more equitable educational approaches. This mixed-methods design consists of analyzing candidates’ pre-and-post collages, clay-mediated curriculum metaphors, and written reflections. The analyses quantitatively elucidated aspects relevant to curriculum design, and qualitatively offered insights about candidates’ evolving conceptualizations toward hybrid approaches while using multimodal tools. Findings revealed significant changes along five aspects, and three patterns of change. These findings, illustrated through examples, inform the process toward the co-construction of curriculum for the deliberative practices stressed in this year’s AERA, and offer important implications for the preparation of teachers.

Authors

• Patricia Martínez-Álvarez, Teachers College, Columbia University
  Presenting Author

• Isabel Cuevas
  Presenting Author

• Natalia Saez, Teachers College, Columbia University
  Presenting Author

• Minhye Son, California State University - Dominguez Hills
  Presenting Author