Literaturnachweis - Detailanzeige
| Autor/in | DeCuir, Erica |
|---|---|
| Titel | Taking Transformative Action at the Advanced Level (tTAL): A Pedagogical Model for Preparing Graduate-Level Candidates to Address Cultural and Linguistic Diversity in Schools |
| Quelle | In: Professional Educator, 43 (2020) 1, S.25-35 (11 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0196-786X |
| Schlagwörter | Graduate Students; Teaching Models; Teacher Educators; Inservice Teacher Education; Evidence Based Practice; Praxis; Student Diversity; Culturally Relevant Education |
| Abstract | The growing cultural and linguistic diversity found in P-12 public schools requires focused attention from advanced-level educator preparation program providers. Practicing teachers earning an advanced degree at the specialist or master's level benefit from theory and research to support diverse learners, but praxis--where theory and research informs practice--is preferred to promote action that improves teaching and learning in real, transformative ways. In this paper, I introduce the "Taking Transformative Action at the Advanced Level" ("tTAL") model as an evidence-based pedagogical approach for preparing graduate-level practitioners to meet the needs of diverse learners. I describe underlying theoretical and methodological frameworks relevant to the "tTAL" model and offer recommendations to teacher educators. (As Provided). |
| Anmerkungen | Truman Pierce Institute. 1463 Haley Center, Auburn University, Auburn, AL 36849-5218. Tel: 334-844-4488; Fax: 334-844-5785; e-mail: educate@auburn.edu; Web site: http://wp.auburn.edu/educate/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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