Abstract: As educators interested in supporting linguistically and culturally diverse learners, we have had to view our roles in different ways since the presidential campaign and the election of Trump. In this article, two teacher educators and two in-service ESL teachers in the U.S. reflect on our various experiences working with Muslim students and preparing teachers to support Muslim students in the current socio-political context. We discuss these experiences with the goal of suggesting some priorities in teacher education. Ultimately, to prepare teachers to be effective teachers for Muslim students requires them to go beyond being culturally responsive to becoming advocates and activists. This advocacy and activism necessitates a push against the cultural norms of Whiteness that dominate U.S. teacher education.
Issue – 2
Abstract: This text traces the development of an aspiring biracial teacher’s growing understandings of African American youth he tutors. It deploys a Bakhtinian conceptual framework for how we might develop new understandings of ourselves through relationships and dialogues with others. It offers examples from one aspiring teacher’s experiences to illustrate how when individuals look inward, that they can come to different interpretations of who people are and why they behave as they do. Further, it offers teacher educators examples of ways to engage aspiring teachers’ compassion and empathy for those they see as “others.”
Abstract: Evidence and use of standards have become buzz words in teacher education. In order to satisfy the policy requirements, meet accreditation standards, and respond to the critics of traditional routes of teacher preparation, teacher educators are attempting to balance their program philosophy with state and national standards in designing their assessment systems. Using a mixed methods design, this study examined the use of an assessment instrument by three role groups in the student teaching semester and the purposes these assessment data fulfilled for the student teaching triad, the teacher education program, and the policy makers. The findings of this study highlight the difficulties involved in creating standards for assessment in teacher education such that they inform the practice of teacher education, are valid indicators of student teachers’ knowledge, performance, and dispositions, and reflect the effectiveness of teacher education programs.