Induction and Human Resource Development. Latinx Teachers: Pláticas and Possibilities

• In Event: AERA Handbook Session 2

Abstract

Increasing the participation of Latinx teachers in the workforce benefits all students, and especially students of color (Quiocho & Rios, 2000; Villegas & Davis, 2008). Teaching and professional development opportunities during induction years play key roles in retention in the profession (Howe, 2006). This paper examines bilingual teachers of color experiences in public schools that reflect commitments to linguistic and cultural diversity while also sustaining policies that continue to marginalize communities of color (Viesca, 2013). Central to the project is opportunities for Latinx teachers to share in their experiences and practices in cross-generational dialogues (preservice, induction, and experienced Latinx bilingual teachers). The undergirding premise is that a road map for improving recruitment, preparation, and induction for teachers of color is a necessary challenge for schools of education and school districts.

Authors

• Maria E. Franquiz, University of Texas Austin

• Cinthia S. Salinas, The University of Texas at Austin