Learning from Analyzing Linguistically Diverse Students’ Work: A Contribution of Preservice Teacher Inquiry

Abstract

One task of Feiman-Nemser’s teacher learning model—develop tools and dispositions to study teaching—frames how we organized learning opportunities during teacher preparation. We explored how and to what degree preservice teachers used teacher inquiry to analyze linguistically diverse students’ work through an asset-based lens, beyond deficit perspectives, attending to student learning that was present. Preservice teachers reflected on practice and varied in how they integrated knowledge of students and linguistic diversity in inquiry.