ABSTRACT

The present qualitative case study examines how community-based lessons impacted the practices, perspectives, and internship placement experiences of 16 bilingual pre-service teachers. Grounded in the concepts of funds of knowledge and border thinking pedagogy, the findings revealed that bilingual pre-service teachers drew on local knowledge to create community-based lessons; these lessons supported student engagement and participation, and they helped pre-service teachers develop a sense of belonging and connection. We end with important implications for the field of teacher education regarding the (re)framing of teacher preparation programs so that they center on learning with and from students’ and communities’ funds of knowledge.

摘要

本定性案例研究探讨了基于社区的课程如何影响16名双语职前教师的做法，观点和实习安置经验。研究结果以知识基金和边界思维教育的概念为基础，显示双语的职前教师利用当地知识来创建基于社区的课程；这些课程支持学生的参与和参与，并帮助职前教师发展归属感和联系感。最后，对于（重新）构架教师预备课程，对教师教育领域具有重要意义，使它们集中于从学生和社区的知识基金中学习。