Pedagogical process that combines historical investigation with ethnographical skills. Through interviews developed by students, interviewees recall their lived experiences. It helps students learn historical content, related disciplines, research and basic writing skills, and develop personal connections to their family and community.
Published in Chapter:
Teacher Candidates Fostering Cultural and Linguistic Identities Through Arts Integration
Carlos LopezLeiva (University of New Mexico, USA), Rebecca M. Sánchez (University of New Mexico, USA), Nancy Pauly (University of New Mexico, USA), Eileen Waldschmidt (University of New Mexico, USA), Amy Sweet (Albuquerque Public Schools, USA & University of New Mexico, USA), Karla V. Kingsley (University of New Mexico, USA), Leila Flores Duenas (University of New Mexico, USA), Sylvia Celedón-Pattichis (University of New Mexico, USA), and Hollie Putnam (University of New Mexico, USA)
Copyright: © 2021
|Pages: 25
DOI: 10.4018/978-1-7998-3652-0.ch003
Abstract
Designing culturally and linguistically relevant and sustaining programs is needed at all levels. Specifically including this approach in teacher education programs is a crucial goal, as what is learned turns into a multiplicative process through new teachers' implementation of this approach in their future classes. This chapter introduces the conceptualization and work of the Teacher Education Collaborative in Language Diversity and Arts Integration (TECLA) program designed to support the development of Elementary Education Teacher Candidates' readiness to teach and work with culturally and linguistically diverse learners through Arts-Integration. This chapter describes five focus areas of the program model in relation to a main event in the program, the Oral History Classroom Museums and we discuss how this process contributed the Teacher Candidates' Identity as Teachers as well as to nurture their pedagogical practices. Examples of each area and affordances and challenges faced in this program are discussed.