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Empathetic, Critical Integrations of Multiple Perspectives: A Core Practice for Language Teacher Education?
Author(s) -
Daniel Shan M.
Publication year - 2015
Publication title -
tesol journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.468
H-Index - 14
eISSN - 1949-3533
pISSN - 1056-7941
DOI - 10.1002/tesj.184
Subject(s) - practicum , ell , psychology , vision , language teacher , pedagogy , teacher education , mathematics education , grossman , language education , teaching method , sociology , vocabulary development , anthropology , keynesian economics , economics
In this self‐study, the author reflects on her implementation of empathetic, critical integrations of multiple perspectives ( ECI ), which she designed to afford preservice teachers the opportunity to discuss and collectively reflect upon the oft‐diverging multiple perspectives, values, and practices they experience during their practicum (Daniel, [Daniel, S, 2014]; Grossman, Smagorinsky, & Valencia, [Grossman, P., 1999]; Thompson, Windschitl, & Braaten, [Thompson, J., 2013]; Zeichner, [Zeichner, K., 2010]). Because candidates can experience conflicting values in practicums, such as the use of transmission‐based pedagogy versus constructivist views of learning (Anderson & Stillman, [Anderson, L., 2010]), they need support and opportunities to talk about how they navigate these contradictory goals and visions of effective instruction. The author found that ECI s help candidates to participate in building connections between university‐based and practicum‐based learning experiences in teacher education, a problem that Zeichner ([Zeichner, K., 2010]) has suggested teacher educators remedy. Results of this self‐study led the author to a new goal of cultivating responsiveness at two levels—(1) in her own responsiveness with candidates, and (2) in her abilities to cultivate candidates’ responsiveness with ELL s.