This essay examines how liberation theology and critical pedagogy inform the integration of faith and learning of a teacher educator who felt called to serve culturally and linguistically diverse students in the United States. The essay provides a brief cultural background of the educator’s journey from instructional assistant in an English learner program to teacher educator at a Christian University. The essay explains how liberation theology and critical pedagogy provide a coherent framework for preparing teacher candidates to work with English learners in public schools.
Cevallos, T. M. (2019). Integrating Faith and Learning: Preparing Teacher Candidates to Serve Culturally and Linguistically Diverse Students. International Christian Community of Teacher Educators Journal, 14(1). Retrieved from https://digitalcommons.georgefox.edu/icctej/vol14/iss1/2