Transnational Teacher Education: Towards Theory and Practice

Nadeen Teresa Ruiz, Peter J Baird

Abstract


Transnational students experience living and schooling in two countries that are closely tied economically and politically.  As the number of U.S.-Mexico transnational students increase, so does the need for teachers who can respond to their academic needs.  This study explicates a theoretical stance towards teacher education called Transnational Teacher Education, and examines how a Transnational Teacher Education program (TTE) contributed to the development of bilingual teacher candidates.  Using data from two cohorts of teacher candidates who studied in Mexico and Guatemala for part of their bilingual teacher preparation program, the authors analyzed the responses to a questionnaire regarding the candidates’ personal and professional growth as bilingual teachers.  Results showed that the most prevalent growth areas were Critical Global Interconnectedness and Cultural Proficiency.  Though none of the protocol prompts directly addressed these areas, teacher candidates independently generated them as important understandings stemming from their TTE program.

Keywords


bilingual teacher preparation; transnational students

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The NABE Journal of Research and Practice is a publication of the National Association for Bilingual Education in association with the Northern Arizona University College of Education.  For more information, visit About the journal.

The author(s) of each article appearing in this Journal is/are solely responsible for the content thereof; the publication of an article shall not constitute or be deemed to constitute any representation by the Editors, the National Association of Bilingual Education, or Northern Arizona University that the data presented therein are correct or sufficient to support the conclusions reached or that the experiment design or methodology is adequate.