Preparing Teachers to Educate Immigrant-Origin Youth: A Curricular Audit of Teacher Education Programs

• In Event: AERA Roundtable Session 13
  In Roundtable Session: Becoming a "Good" Teacher: Teacher Perspectives and/on Student Learning

Abstract

In this study we conducted a curricular audit of all of the required and elective coursework and capstone projects that comprise the teacher credential programs at four public universities that are part of the state-wide system to determine the frequency, focus, and depth of attention paid to topics related to migration, immigration policies and the developmental influences of growing up in immigrant families. We also analyzed the Teacher Performance Expectations (TPEs) produced by the state teacher credentialing agency. Preliminary analyses show that TPE’s do not explicitly identify knowledge of students’ immigrant backgrounds or incorporation of such knowledge into teaching practices among the required competencies. Rather, TPEs use generic language to highlight the importance of teachers understanding and valuing students’ backgrounds.

Authors

• Carolyn Sattin-Bajaj, Gevirtz Graduate School of Education

• Jessica Nguyen, University of California - Santa Barbara