Welcome to the InfoSci Platform
Teacher Residency 2.0: Case Studies of an Innovative and Evolving Preparation Program Implementing Culturally Efficacious Instruction

Teacher Residency 2.0: Case Studies of an Innovative and Evolving Preparation Program Implementing Culturally Efficacious Instruction

Lucinda M. Juárez, Lisa Santillán, Jennifer Gilardi Swoyer
Copyright: © 2020 |Pages: 18
ISBN13: 9781522592327|ISBN10: 1522592326|EISBN13: 9781522592334
DOI: 10.4018/978-1-5225-9232-7.ch012
Cite Chapter Cite Chapter

MLA

Juárez, Lucinda M., et al. "Teacher Residency 2.0: Case Studies of an Innovative and Evolving Preparation Program Implementing Culturally Efficacious Instruction." Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education, edited by Jared Keengwe, IGI Global, 2020, pp. 206-223. https://doi.org/10.4018/978-1-5225-9232-7.ch012

APA

Juárez, L. M., Santillán, L., & Swoyer, J. G. (2020). Teacher Residency 2.0: Case Studies of an Innovative and Evolving Preparation Program Implementing Culturally Efficacious Instruction. In J. Keengwe (Ed.), Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education (pp. 206-223). IGI Global. https://doi.org/10.4018/978-1-5225-9232-7.ch012

Chicago

Juárez, Lucinda M., Lisa Santillán, and Jennifer Gilardi Swoyer. "Teacher Residency 2.0: Case Studies of an Innovative and Evolving Preparation Program Implementing Culturally Efficacious Instruction." In Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education, edited by Jared Keengwe, 206-223. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-5225-9232-7.ch012

Export Reference

Mendeley
Favorite

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.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.