Today’s schools are more culturally and linguistically diverse than ever before, prompting the need for teachers with the requisite expertise for work with emergent bilingual learners. As students grow in numbers and fill seats in classrooms spanning grades and disciplines, teacher educators must consider ways to prepare an increasing number of teachers, including those spanning licensure areas. This research probed one university’s efforts to prepare all teacher candidates for this growing subgroup of students through a field-based undergraduate teacher education program in the urban Midwest. Using artifact data from 29 program completers and survey and interview data from five focal teachers spanning licensure areas, this study investigated how particular facets of the field-based program promoted or deterred candidates’ learning across the 4-year program and into teachers’ first year of teaching. Implications center on how universities can leverage field-based teacher education to prepare future teachers for diverse classrooms.

中文翻译：

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向学生、教师和学校学习：针对新兴双语学习者的实地教师教育

今天的学校在文化和语言上比以往任何时候都更加多样化，这促使需要具备必要专业知识的教师来与新兴的双语学习者一起工作。随着学生人数的增加以及跨年级和学科的教室中的座位，教师教育工作者必须考虑如何准备越来越多的教师，包括那些跨越执照领域的教师。这项研究探讨了一所大学通过在中西部城市开展的基于实地的本科教师教育计划，为这一不断增长的学生群体培养所有教师候选人的努力。使用来自 29 名项目完成者的人工制品数据以及来自跨越许可领域的五名重点教师的调查和访谈数据，这项研究调查了实地计划的特定方面如何促进或阻止候选人在整个 4 年计划和教师第一年教学中的学习。影响集中在大学如何利用基于实地的教师教育来为未来的教师做好多样化课堂的准备。