LEADER 05936oam 2200793I 450 001 9910458965203321 005 20200520144314.0 010 $a1-136-96610-2 010 $a1-136-96611-0 010 $a1-283-04480-3 010 $a9786613044808 010 $a0-203-85097-1 024 7 $a10.4324/9780203850978 035 $a(CKB)2560000000058932 035 $a(EBL)667813 035 $a(OCoLC)706499384 035 $a(SSID)ssj0000473672 035 $a(PQKBManifestationID)12168224 035 $a(PQKBTitleCode)TC0000473672 035 $a(PQKBWorkID)10448217 035 $a(PQKB)10008963 035 $a(MiAaPQ)EBC667813 035 $a(Au-PeEL)EBL667813 035 $a(CaPaEBR)ebr10446799 035 $a(CaONFJC)MIL304480 035 $a(EXLCZ)992560000000058932 100 $a20180706d2011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aTeacher preparation for bilingual student populations $eeducar para transformar /$fedited by Belinda Bustos Flores, Rosa Hernandez Sheets, Ellen Riojas Clark 210 1$aNew York :$cRoutledge,$d2011. 215 $a1 online resource (572 p.) 300 $aDescription based upon print version of record. 311 $a0-415-87740-7 311 $a0-415-87739-3 320 $aIncludes bibliographical references and index. 327 $aDedicacio?n; Contents; Foreword; Teacher Development: The Critical Factor in Addressing Education Well-Being; References; Preface; Intended Audience; Description; Organization; Part I: Transformacio?n; Part II: Iluminacio?n; Part III: Praxis; Part IV: Concientizacio?n; Part V: Revolucio?n; Conclusion; Acknowledgments; Part I Transformacio?n; 1 Dar Luz; Demographic Trends; Organizational Components; References; 2 Educar Para Transformar; Background; Generalists' Programs; Alternative Certification Programs (ACPs); Bilingual Teacher Shortage; Bilingual Education Teacher Preparation 327 $aExemplary Program CharacteristicsActualizing the Educar para Transformar Model; Educar para Transformar Model; Educar's Dimensions; Iluminacio?n; Beliefs, Identity, Efficacy; Bilingualism; Critical Reflexive Thinking; Cultural Competency; Praxis; Sociocultural Learning Theory; Pedagogical Knowledge; Evaluation/Assessment; Concientizacio?n; Socio-political Issues; Policies Matters; Apprenticeships; Transforming Teacher Preparation; Future Research Directions; References; Part II Iluminacio?n; 3 Identity; Literature; Ethnic Identities; Ethnic and Teacher Identity Conceptual Framework 327 $aBridging Ethnic Identity to Teacher IdentityMetamorphic Transformation Model; Metamorphosis: A Model of Change and Transformation; The Trajectory of Identity Formation of a Mexican American Bilingual Educator; Unexplored Identity: Who am I?; Exploration: Cultural Identity as a Way of Seeing and Understanding; Internal Change: Working Towards Becoming Culturally Efficacious; Paradigm Shift: Self-determination and Empowerment; Summary; Transforming Teacher Preparation; Research Directions; References; 4 Bilingual Education Candidate Ideology; Theoretical Framework; Teacher Candidates' Ideology 327 $aMotives for TeachingCandidate Efficacy; Candidate Epistemological Beliefs; Methodology; Context; South Texas; University; Participants; Design; Quantitative Data Collection; Qualitative Data Collection Process; Mixed-Methods Analysis; Results; Motives for Pursuing Bilingual Teacher Education; Giving Back to the Community; Positive Teacher Role Model; Familial Support of Career Choice; Personal Efficacy; Confidence; Perseverance; Personal Epistemology; Role of Knowledgeable Others; Language, Culture, and Learning Connections; Learning in One Language Facilitates Second Language Learning. 327 $aCultural Responsive Teaching BeliefsDeveloping Linguistic and Cultural Pride; Enthusiasm for Language and Literacy Learning; Discussion and Conclusion; Transforming Teacher Preparation; Research Directions; References; 5 Fostering Candidate Spanish Language Development; Theoretical Framework; Issues, Controversies, and Problems; Bilingual Education Professor Language Proficiency; Construction of New Knowledge in Academic Spanish; Solutions and Recommendations; Implications for the Improvement of Practice; Future Research Directions; References 327 $aTeaching Content Area Courses in Academic Spanish 330 $aThe growing number of bilingual students in public schools coupled with a critical shortage of teachers specially prepared to serve this population calls for a critical examination of policies and practices in bilingual and ESL teacher preparation. This volume focuses on understanding the structural, substantive, and contextual elements of preparation programs, and provides transformative guidelines for creating Educar signature programs. Designed to improve the practice of teacher preparation by promoting dialogic conversations and applications of praxis in the preparation of bili 606 $aEducation, Bilingual$zUnited States 606 $aEducation, Bilingual 606 $aLanguage teachers$xTraining of 606 $aMulticultural education$zUnited States 606 $aTeachers$xTraining of$zUnited States 608 $aElectronic books. 615 0$aEducation, Bilingual 615 0$aEducation, Bilingual. 615 0$aLanguage teachers$xTraining of. 615 0$aMulticultural education 615 0$aTeachers$xTraining of 676 $a370.1175 676 $a370.71/1 701 $aClark$b Ellen Riojas$01056628 701 $aFlores$b Belinda Bustos$01056629 701 $aSheets$b Rosa Hernandez$01056630 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910458965203321 996 $aTeacher preparation for bilingual student populations$92491146 997 $aUNINA