Purpose

The purpose of this paper is to report on a collaborative project and study implemented by two teacher educators in an elementary education program. To prepare teacher candidates for field experiences and practicum in a diverse (bilingual) urban school, the program uses coursework to impart asset-based pedagogies and practices.

Design/methodology/approach

In this mixed-method case study, this paper examined the awareness and perspectives of preservice teachers (n = 26) to cultural and linguistic diversity and relevant teaching and learning practices. In particular, this study gauged their engagement with multicultural children’s literature in a collaborative interclass activity. The data sources included beginning and end of semester survey responses, notes on participant interactions during the mid-semester collaborative interclass activity and participant retrospective reflections about the activity.

Findings

This paper found that teacher candidates showed increased awareness and positive shifts in perspectives. This study also ascertaind that, in learning to become culturally (and linguistically) responsive and sustaining teachers, they benefited from collaborative peer work that focused on learning about multicultural children’s literature, analyzing it and planning to integrate it into their classrooms.

Originality/value

Studies show that culturally relevant literature in schools is beneficial; however, teacher candidates often lack knowledge of such literature and how to use it. This need is especially critical and relevant when learning about and implementing culturally relevant and sustaining practices. The collaborative undertaking discussed in this study fills this gap through co-teaching and interclass activity that brings preservice teachers as a cohort to collaboratively learn about, discuss, reflect on and plan lessons as they prepare to work with students from different backgrounds than their own.

中文翻译：

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学习支持和维持文化（和语言）多样性：职前教师的观点

目的

本文的目的是报告由两位教师教育工作者在基础教育计划中实施的合作项目和研究。为准备在一所多元化（双语）城市学校的实地经验和实习的教师候选人，该计划使用课程作业来传授基于资产的教学法和实践。

设计/方法/方法

在这个混合方法案例研究中，本文研究了职前教师 ( n = 26) 对文化和语言多样性以及相关教学和学习实践的认识和观点。特别是，这项研究衡量了他们在班际协作活动中对多元文化儿童文学的参与。数据来源包括学期开始和结束的调查回复、学期中期协作班际活动期间参与者互动的注释以及参与者对活动的回顾性反思。

发现

这篇论文发现，教师候选人表现出更高的意识和积极的观点转变。本研究还确定，在学习成为文化（和语言）响应和支持教师的过程中，他们受益于合作伙伴工作，重点是学习多元文化儿童文学，分析它并计划将其整合到他们的课堂中。

原创性/价值

研究表明，学校中与文化相关的文学作品是有益的；然而，教师候选人往往缺乏对此类文献及其使用方法的了解。在学习和实施与文化相关和可持续的实践时，这种需求尤其重要和相关。本研究中讨论的合作项目通过共同教学和课间活动填补了这一空白，这些活动使职前教师作为一个队列，在准备与来自不同背景的学生一起工作时，协作学习、讨论、反思和计划课程。