Teachers who display their sociocultural competence(s) and engage in transformative practices through reflexivity by actively participating in critical dialogues, self-reflections, making connections, and self-corrections.
Published in Chapter:
Teacher Residency 2.0: Case Studies of an Innovative and Evolving Preparation Program Implementing Culturally Efficacious Instruction
Lucinda M. Juárez (The University of Texas at San Antonio, USA), Lisa Santillán (The University of Texas at San Antonio, USA), and Jennifer Gilardi Swoyer (The University of Texas at San Antonio, USA)
Copyright: © 2020
|Pages: 18
DOI: 10.4018/978-1-5225-9232-7.ch012
Abstract
A Hispanic serving university in South Texas is implementing a teacher preparation program called the Teacher Residency 2.0 Model. This residency model strives to develop culturally efficacious instructors by providing new teachers with a more intensely supported experience through a network that includes a cohort of teacher candidates, assistant professors in practice, mentor/master teachers, and an online platform. Through this combined network, teacher candidates are more adequately prepared and supported to teach on day one, through developed expertise in culturally efficacious instruction, established professional relationships, and have access to resources for enduring success in the field. The purpose of this chapter is to describe the implementation of the Teacher Residency 2.0 Model to develop culturally efficacious, high quality teachers by carefully crafting coursework and experiences. The program described here are year-long experiences that include a collaborative workspace at the university and the school districts.