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Becoming maestras: Future bilingual ...

Brochin, Carol.

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Becoming maestras: Future bilingual teachers authoring bicultural and biliterate identities.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Becoming maestras: Future bilingual teachers authoring bicultural and biliterate identities./
Author:	Brochin, Carol.
Description:	178 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: .
Contained By:	Dissertation Abstracts International71-10A.
Subject:	Education, Bilingual and Multicultural. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3419186
ISBN:	9781124187914

Becoming maestras: Future bilingual teachers authoring bicultural and biliterate identities.
Brochin, Carol.

Becoming maestras: Future bilingual teachers authoring bicultural and biliterate identities. - 178 p.

Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: .

Thesis (Ph.D.)--The University of Texas at San Antonio, 2010.

This dissertation is a qualitative case study about the process of cultivating pre-service teachers into becoming maestras within a bilingual teacher preparation program at a Hispanic Serving Institution (HSI) in South Texas. I drew from both case study and literacy research methods. I spent fifteen weeks in the four courses of the bilingual approaches block during which I completed over 180 hours of participant observation. The data for this dissertation included observational field notes; the collection of official documents, such as syllabi and course lectures; the collection of written artifacts produced by pre-service teachers in all four courses and across all literacy events; and transcripts from course discussions and interviews. Analysis of data was done by applying literacy research methods (Moje & Lewis, 2007), including textual analysis (Fairclough, 2003), event mapping (Dixon & Green, 2005), and cross-case analysis (Merriam, 1998). The findings revealed that cultivating maestras includes four tenets: (1) critical (self) reflection for cultural recovery, (2) affirmative practices that view communities as sitios/sites for learning, (3) community building with peers and (4) advocacy and awareness of bilingual education within the boarder sociocultural historical context of education. The findings in this dissertation make visible what all teacher preparation programs can learn from opportunities provided for pre-service teachers to draw from their unofficial literacy practices. Studying the development of a maestra identity is important because it provides insight into the transformative potential of education when the languages, literacies, and cultures of all students are affirmed.

ISBN: 9781124187914Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Becoming maestras: Future bilingual teachers authoring bicultural and biliterate identities.
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020 $a 9781124187914
035 $a (UMI)AAI3419186
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040 $a UMI $c UMI
100 1 $a Brochin, Carol. $3 1672257
245 1 0 $a Becoming maestras: Future bilingual teachers authoring bicultural and biliterate identities.
300 $a 178 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: .
500 $a Advisers: Maria E. Franquiz; Lucila Ek.
502 $a Thesis (Ph.D.)--The University of Texas at San Antonio, 2010.
520 $a This dissertation is a qualitative case study about the process of cultivating pre-service teachers into becoming maestras within a bilingual teacher preparation program at a Hispanic Serving Institution (HSI) in South Texas. I drew from both case study and literacy research methods. I spent fifteen weeks in the four courses of the bilingual approaches block during which I completed over 180 hours of participant observation. The data for this dissertation included observational field notes; the collection of official documents, such as syllabi and course lectures; the collection of written artifacts produced by pre-service teachers in all four courses and across all literacy events; and transcripts from course discussions and interviews. Analysis of data was done by applying literacy research methods (Moje & Lewis, 2007), including textual analysis (Fairclough, 2003), event mapping (Dixon & Green, 2005), and cross-case analysis (Merriam, 1998). The findings revealed that cultivating maestras includes four tenets: (1) critical (self) reflection for cultural recovery, (2) affirmative practices that view communities as sitios/sites for learning, (3) community building with peers and (4) advocacy and awareness of bilingual education within the boarder sociocultural historical context of education. The findings in this dissertation make visible what all teacher preparation programs can learn from opportunities provided for pre-service teachers to draw from their unofficial literacy practices. Studying the development of a maestra identity is important because it provides insight into the transformative potential of education when the languages, literacies, and cultures of all students are affirmed.
590 $a School code: 1283.
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Hispanic American Studies. $3 1017793
690 $a 0282
690 $a 0530
690 $a 0737
710 2 $a The University of Texas at San Antonio. $b Bicultural-Bilingual Studies. $3 1043821
773 0 $t Dissertation Abstracts International $g 71-10A.
790 1 0 $a Franquiz, Maria E., $e advisor
790 1 0 $a Ek, Lucila, $e advisor
790 1 0 $a Cantu, Norma E. $e committee member
790 1 0 $a Smith, Howard $e committee member
790 1 0 $a Riojas Clark, Ellen $e committee member
790 $a 1283
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3419186