Rethinking Equity: Preservice Teachers' Perceptions and Practice around Policy

Autor/in	Hara, May
Titel	Rethinking Equity: Preservice Teachers' Perceptions and Practice around Policy
Quelle	In: Peabody Journal of Education, 92 (2017) 4, S.466-485 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2017.1349481
Schlagwörter	Preservice Teachers; Student Attitudes; Educational Policy; English Language Learners; State Policy; Experience; Comprehension; Bilingual Students; Qualitative Research; Semi Structured Interviews; Knowledge Level; Preservice Teacher Education; Massachusetts + Suchen Sie Ihr Suchwort? Schülerverhalten; Politics of education; Bildungspolitik; Erfahrung; Verstehen; Verständnis; Qualitative Forschung; Wissensbasis; Lehramtsstudiengang; Lehrerausbildung; Master-Studiengang
Abstract	This paper examines preservice teachers negotiating and making sense of a particular policy, the Massachusetts' Rethinking Equity and Teaching for English Language Learners (RETELL). It addresses the following questions: First, what do preservice teachers know about policy in general and the RETELL language policy in particular? Second, how do preservice teachers make sense of the implementation of the RETELL policy in the various settings of their professional training? Third, in what ways do preservice teachers' experiences with the policy influence their orientations toward teaching emergent bilingual students? This analysis demonstrates that preservice teachers have limited general knowledge of educational policy process, and limited specific knowledge around the RETELL language policy. Yet, they learn important lessons about how to "do" policy from their field supervisors and play an important role in policy implementation. The impact of the RETELL policy on preservice teachers' beliefs about teaching emergent bilingual students is mediated by the lack of policy information they receive and by their experiences in the field. This paper adds to the limited literature around preservice teachers involvement in policy and offers recommendations for highlighting the importance of policy education in teacher training. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01