Abstract
Teacher Candidate Immersion into Bilingual/ Dual Language Classrooms in Largest Urban District in Texas
Highlights
The lens for examining the process of the preservice teacher learning and knowledge-construction can be defined by tenants of cognitive constructivism and social constructivism theories
Researchers noticed a significant pattern that emerged across several participants relating to the observations, commentary and evaluations of bilingual/dual language strategies in the elementary classrooms. This salient theme across all responses was central to the experience of all bilingual teacher candidates along with related subthemes
By offering a group of bilingual teacher candidates opportunities to assume a week-long clinical experience in one of the biggest urban school districts in the state, they were exposed to vast student diversity, new teaching and classroom management practices, and occasion to reinforce their interest in choosing the teaching profession
Summary
The lens for examining the process of the preservice teacher learning and knowledge-construction can be defined by tenants of cognitive constructivism and social constructivism theories. Piaget and Vygotsky perceived interactions with more-able peers and instructors as a result of cognitive development; both perceived learners to be agents in their learning (Sawyer & Obeid, 2017). As teacher candidates' journey through their preparation programs, they engage in multiple opportunities to close the gap between theory and practice and construct understandings through their field work and experiences in K-12 schools. Major contributors were Dewey's (1933) and Schon's (1987) theories on developing this framework on reflection with Dewey emphasizing a mindset of open-mindedness and focus on the cognitive aspects (Ulusoy, 2016), while others looked at the decision-making outcomes in forms of actions that resulted from reflection. Rogers (2001) purpose of reflection seems the most suitable as he explains that teaching may be improved through the intentional practice of reflection
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