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Stefinee Pinnegar, Celina Lay, Linda Turner, Jenna Granados and Sarah Witt


Because of refugees and immigrants, teachers face the challenge of educating the children of these populations to become literate and academically successful. Yet, most teacher education programs do not provide extensive education for preservice teachers to meet the needs of these students. Just as importantly, Goldenberg (2008) argues that even when teachers are educated about teaching children a second language they are often not willing to enact those practices. This study examined case studies of English learners (ELs) created by preservice teachers during student teaching and explored how preservice teachers positioned themselves in relationship to ELs. The researchers used positioning theory to examine case studies from 60 preservice teachers. The cases were of 3rd to 5th grade students in schools that had at least a 10% EL population. We identified three plotlines from the cases. Common across the plotlines was the positioning of ELs as positive, pleasant and progressing based on the preservice teachers work with them. There are implications for both teacher education and research.

Michael Cavanagh


This chapter reports an investigation of pre-service teachers’ use of video during professional experience as a tool for self-reflection and for the provision of feedback by their supervising teachers. Nine triads, comprising a pre-service teacher (PST), supervising teacher and university advisor participated in the study. Each week during a four-week professional experience placement, PSTs identified a ‘puzzle of practice’ and used smartphones to video a five-minute excerpt from one of their lessons. They annotated their video excerpt with time-stamped comments and uploaded it to a secure website. There, the supervising teacher and university advisor could view the video, read the annotations, and add their responses. Annotations were coded to identify the depth of the reflections using four categories: Descriptive; Evaluative; Reflective; Imaginative. Participants also provided feedback on their experiences through a survey. Results indicate that the process helped PSTs to reflect on classroom practice and provided opportunities for professional dialogue among triad members.

The field of education in the 21st century is broad in scope and is multidisciplinary. To help scholars and students understand the various disciplines that comprise the field of education, the editors view the various fields as texts to be historicized and explicated. Each field is a discipline with its own scholars, language, and research.

The various reference works will present comprehensive and accurate portraits of the various disciplines. What readers will encounter in these reference works is what the various fields are saying, and/or have been saying during their various histories. This can open up conversations among current established scholars and future, next generation scholars nationally and internationally. These complicated conversations would further expand the various fields and lead to possibilities for praxis. Praxis emphasizes the increase of critical knowledge and understandings both for self-development and social reconstruction.

There is a uniqueness in Critical Understanding in Education in the commitment to the focus on the historical development and comprehensive critical presentation of a particular discipline.

Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to Assistant Editor Evelien van der Veer.

Intercultural Mirrors

Dynamic Reconstruction of Identity

Edited by Marie-Claire Patron and Julia Kraven

Intercultural Mirrors: Dynamic Reconstruction of Identity contains (auto)ethnographic chapters and research-based explorations that uncover the ways our intercultural experiences influence our process of self-discovery and self-construction. The idea of intercultural mirrors is applied throughout all chapters as an instrument of analysis, an heuristic tool, drawn from philosophy, to provide a focus for the analysis of real life experiences. Plato noted that one could see one’s own reflection in the pupil of another’s eye, and suggested that the mirror image provided in the eye of the other person was an essential contributor to self-knowledge. Taking this as a cue, the contributors of this book have structured their writings around the idea that the view of us held by other people provides an essential key to one’s own self-understanding.

Contributors are: James Arvanitakis, Damian Cox, Mark Dinnen, James Ferguson, Tom Frengos, Dennis Harmon, Donna Henson, Alexandra Hoyt, William Kelly, Lucyann Kerry, Julia Kraven, Taryn Mathis, Tony McHugh, Raoul Mortley, Kristin Newton, Marie-Claire Patron, Darren Swanson, and Peter Mbago Wakholi.

Expanding Educational Access to Create Self-Sufficiency

The Post-Secondary Educational Experiences of Resettled Refugees in Florida


Tara Ross, Jody L. McBrien and Briana Byers