Journal article
"This is What My Kids See Every Day": Bilingual Pre-service Teachers Embracing Funds of Knowledge through Border Thinking Pedagogy
Journal of language, identity, and education, Vol.20(1), pp.4-17
01/02/2021
DOI: 10.1080/15348458.2021.1864204
Abstract
The present qualitative case study examines how community-based lessons impacted the practices, perspectives, and internship placement experiences of 16 bilingual pre-service teachers. Grounded in the concepts of funds of knowledge and border thinking pedagogy, the findings revealed that bilingual pre-service teachers drew on local knowledge to create community-based lessons; these lessons supported student engagement and participation, and they helped pre-service teachers develop a sense of belonging and connection. We end with important implications for the field of teacher education regarding the (re)framing of teacher preparation programs so that they center on learning with and from students' and communities' funds of knowledge.
Details
- Title: Subtitle
- "This is What My Kids See Every Day": Bilingual Pre-service Teachers Embracing Funds of Knowledge through Border Thinking Pedagogy
- Creators
- Katherine Espinoza - Texas A&M University – San AntonioIdalia Nunez - University of Illinois Urbana-ChampaignEnrique David Degollado - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Journal of language, identity, and education, Vol.20(1), pp.4-17
- Publisher
- Routledge
- DOI
- 10.1080/15348458.2021.1864204
- ISSN
- 1534-8458
- eISSN
- 1532-7701
- Number of pages
- 14
- Language
- English
- Date published
- 01/02/2021
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984371262502771
Metrics
6 Record Views