Preparing Educators for Inclusive Bilingual Education: A Boundary Crossing Laboratory Between Professional Groups

Teacher education programs prepare candidates for bilingual, English as a second language, or special ed¬ucation as separate professionals. This creates challenges when teaching bilingual children with disabilities. There is a need to cross boundaries combining expertise and preparing teachers for c...

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Autores principales:	Martínez-Álvarez P., López-Velásquez A., Kajamaa A.
Formato:	article
Lenguaje:	EN RU
Publicado:	Moscow State University of Psychology and Education 2021
Materias:	boundary crossing inclusive bilingual education teacher education higher education History of scholarship and learning. The humanities AZ20-999
Acceso en línea:	https://doaj.org/article/f83eb50ca1f3483b8fd1d6c365ac1bfb
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id	oai:doaj.org-article:f83eb50ca1f3483b8fd1d6c365ac1bfb
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spelling	oai:doaj.org-article:f83eb50ca1f3483b8fd1d6c365ac1bfb2021-11-30T09:43:42ZPreparing Educators for Inclusive Bilingual Education: A Boundary Crossing Laboratory Between Professional Groups10.17759/chp.20211703161816-54352224-8935https://doaj.org/article/f83eb50ca1f3483b8fd1d6c365ac1bfb2021-11-01T00:00:00Zhttps://psyjournals.ru/en/kip/2021/n3/Martinez_et_al.shtmlhttps://doaj.org/toc/1816-5435https://doaj.org/toc/2224-8935Teacher education programs prepare candidates for bilingual, English as a second language, or special ed¬ucation as separate professionals. This creates challenges when teaching bilingual children with disabilities. There is a need to cross boundaries combining expertise and preparing teachers for children’s uniqueness. Re¬sponding to this need, the researchers organized a change laboratory with 14 professors and two State Depart¬ment of Education consultants. The study explored boundary expressions and their relationship to the larger activity. It also looked at the learning that took place during boundary crossing efforts. Boundaries were identi¬fied around bilingual teacher preparation, cross-disciplinary programmatic, and paradigmatic aspects. While boundary crossing at the intrapersonal level and at the interpersonal level were important, the need to engage multiple institutions was centered. In addition, the discussion manifested that for inclusive bilingual education teacher preparation, there was a need to go beyond the institutional level to reach to policy makers and address the sociopolitical resistance against bilingual education. Throughout the study, participants engaged primarily in the epistemic learning actions of analyzing and modeling. Through volitional actions, the participants real¬ized a renewed object for their activity. This study widens the understanding of possibilities for taking shared educational responsibility through boundary crossing between professionals in preparation programs.Martínez-Álvarez P.López-Velásquez A.Kajamaa A.Moscow State University of Psychology and Educationarticleboundary crossinginclusive bilingual educationteacher educationhigher educationHistory of scholarship and learning. The humanitiesAZ20-999ENRUКультурно-историческая психология, Vol 17, Iss 3, Pp 125-134 (2021)
institution	DOAJ
collection	DOAJ
language	EN RU
topic	boundary crossing inclusive bilingual education teacher education higher education History of scholarship and learning. The humanities AZ20-999
spellingShingle	boundary crossing inclusive bilingual education teacher education higher education History of scholarship and learning. The humanities AZ20-999 Martínez-Álvarez P. López-Velásquez A. Kajamaa A. Preparing Educators for Inclusive Bilingual Education: A Boundary Crossing Laboratory Between Professional Groups
description	Teacher education programs prepare candidates for bilingual, English as a second language, or special ed¬ucation as separate professionals. This creates challenges when teaching bilingual children with disabilities. There is a need to cross boundaries combining expertise and preparing teachers for children’s uniqueness. Re¬sponding to this need, the researchers organized a change laboratory with 14 professors and two State Depart¬ment of Education consultants. The study explored boundary expressions and their relationship to the larger activity. It also looked at the learning that took place during boundary crossing efforts. Boundaries were identi¬fied around bilingual teacher preparation, cross-disciplinary programmatic, and paradigmatic aspects. While boundary crossing at the intrapersonal level and at the interpersonal level were important, the need to engage multiple institutions was centered. In addition, the discussion manifested that for inclusive bilingual education teacher preparation, there was a need to go beyond the institutional level to reach to policy makers and address the sociopolitical resistance against bilingual education. Throughout the study, participants engaged primarily in the epistemic learning actions of analyzing and modeling. Through volitional actions, the participants real¬ized a renewed object for their activity. This study widens the understanding of possibilities for taking shared educational responsibility through boundary crossing between professionals in preparation programs.
format	article
author	Martínez-Álvarez P. López-Velásquez A. Kajamaa A.
author_facet	Martínez-Álvarez P. López-Velásquez A. Kajamaa A.
author_sort	Martínez-Álvarez P.
title	Preparing Educators for Inclusive Bilingual Education: A Boundary Crossing Laboratory Between Professional Groups
title_short	Preparing Educators for Inclusive Bilingual Education: A Boundary Crossing Laboratory Between Professional Groups
title_full	Preparing Educators for Inclusive Bilingual Education: A Boundary Crossing Laboratory Between Professional Groups
title_fullStr	Preparing Educators for Inclusive Bilingual Education: A Boundary Crossing Laboratory Between Professional Groups
title_full_unstemmed	Preparing Educators for Inclusive Bilingual Education: A Boundary Crossing Laboratory Between Professional Groups
title_sort	preparing educators for inclusive bilingual education: a boundary crossing laboratory between professional groups
publisher	Moscow State University of Psychology and Education
publishDate	2021
url	https://doaj.org/article/f83eb50ca1f3483b8fd1d6c365ac1bfb
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Preparing Educators for Inclusive Bilingual Education: A Boundary Crossing Laboratory Between Professional Groups

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