Evolution of a Bilingual Education Residency Program: Growing and Preparing Culturally Efficacious Bilingual Education Teachers

• In Event: Rewriting the Narrative: Unforgetting the Past and Reimagining the Future of Teacher Preparation

Abstract

Objectives

This study explores the development and implementation of a year-long bilingual education residency model aimed at improving teacher preparation. A key focus is the partnership between the Educator Preparation Program (EPP) and local school districts, emphasizing shared governance and a collective vision to support both PK–12 emergent bilingual learners and bilingual teacher residents (BTRs). The shift from a one-semester to a full-year clinical model presented challenges—logistical, institutional, and structural—but also prompted valuable feedback from stakeholders that informed program improvements. The study highlights the collaborative process of curricular redesign, field placement reorganization, and professional development, while considering broader implications for teacher education grounded in equity and sustained partnerships.

Theoretical Framework

This work is grounded in Culturally Efficacious Framework (Flores et al., 2018), which prepares educators to be justice-oriented, critically reflective, and community-engaged by emphasizing strong disciplinary knowledge, sociocultural competence, and a commitment to social transformation. Central to this approach is the belief that educators must draw on community knowledge and develop a strong sense of self-efficacy and professional identity in order to serve diverse populations with integrity and purpose. This aligns with broader principles of social justice and equity in education, calling for dismantling systemic barriers and fostering inclusive, empowering learning environments for all students (Sensoy & DiAngelo, 2017).

Methods and Data Sources

The study draws on testimonios from four key stakeholder groups, BTRs, university faculty, college leaders, and district partners. Testimonios, as defined by Bernal et al. (2016), offer critical reflections shaped by sociopolitical contexts. Trustworthiness is rooted in the authenticity of lived experiences and ethical, reflexive relationships between researcher and participant. Reliability is reframed as consistency in ethical practice and fidelity to the narrator’s voice, rather than replicability. This approach challenges traditional research norms by centering marginalized voices and prioritizing context and resistance over objectivity.

Using respondent-driven sampling, participants were interviewed via Zoom and their conversations transcribed. The research team independently analyzed the narratives to identify key themes. Triangulation enhanced the credibility of the findings (Miles & Huberman, 1994).

Results and Conclusions

Reoccurring themes include improved teacher preparedness, better student outcomes, and strengthened collaboration, all highlighting the value of context-driven, equity-focused teacher preparation. Findings reveal that the residency model greatly enhanced Bilingual Teacher Residents’ (BTRs) classroom readiness through extended mentorship and the integration of hands-on teaching with aligned coursework. This approach enabled residents to implement culturally responsive, research-based strategies that support bilingual learners' academic success. Additionally, the program deepened university-district partnerships resulting in redesigned curricula and a shared commitment to developing a diverse, skilled bilingual teaching workforce.

Scholarly Significance
This study contributes to the field by demonstrating how sustained, equity-centered reforms can improve bilingual teacher preparation. Aligning coursework with clinical practice, establishing clear certification pathways, and expanding enrollment are essential to meeting the growing need for bilingual educators. Strengthening institutional partnerships and refining internal program structures ensures long-term sustainability and responsiveness to community needs. Ultimately, this model offers a replicable framework for preparing culturally efficacious teachers equipped to serve diverse student populations.

Authors

• Claudia T Garcia, University of Texas San Antonio

• Gilberto P. Lara, University of Texas - San Antonio

• Belinda Bustos Flores, University of Texas - San Antonio

• Juanita Santos, University of Texas - San Antonio

• Helyde Adán-Torres, University of Texas San Antonio