part of the Education Reform Networks
Pathways to Teacher Learning in Multicultural Contexts: A Longitudinal Case Study of Two Novice Bilingual Teachers in Urban Schools
This longitudinal case study focused on the learning trajectories of two novice bilingual education teachers in urban schools. Changes in and relationships between these teachers’ knowledge, beliefs, and interactive thinking about teaching culturally diverse learners were traced. Results suggest that the relationship between teachers’ knowledge, beliefs, and decision making is complicated and dynamic.
Author/Creator: Artiles, A., Barreto, R.M., Pena, L., McClafferty, K.
Date Published: March/April
Journal/Secondary Title: Remedial and Special Education
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