The purpose of this dissertation study was two-fold. First, the study explored how personal and professional experiences shaped three Latina bilingual Maestras’ identities. Secondly, this qualitative study further explored how histories framed a meaning of pedagogy for the Maestras. Presented in case studies, there were four themes that emerged across the three case studies: First, taking on the role of advocate; second, becoming a leader through professional development; third, developing critical thinkers using relevant classroom practices; and fourth, reflexivity for critical consciousness. Data were manually coded, themed and analyzed to answer the following research questions: Theoretical lenses framing this dissertation study include figured worlds and situated identities, critical race theory/Latina critical theory and sociocultural theory to analyze the data gathered through interviews, narratives, classroom and field observations, classroom and teacher artifacts, lessons and informal conversations collected over nine months of study as this dissertation study attempted to understand the findings as complex componentes entrelazados (interwoven components). The data were gathered in the classrooms and school campuses of three elementary schools across two school districts in two South Central Texas cities. The results provided six findings and they are 1) Tracing the positioning of Maestras, 2) Identifying opportunities of autoring self, 3) ¿Qué es ser maestra? What does it mean to be a maestra?, 4) Identity, culture and language: Racialized notions, 5) Taking on the role of advocate and finally, 6) Learning from lived experiences. The research revealed how Maestras’ positionings challenged structures of oppression in school and education in general and how opportunities for critical dialogue can support development of a more critical concientización (consciousness) and perspective, viewed through a social justice lens. / text

The demographics of the United States are rapidly changing, resulting in an increasingly diverse student population. Public school personnel must contend with the fact that a large number of students have limited English proficiency. These students deserve a quality education, yet often face impediments within the school system that hinder their academic progress. One means of helping English language learners is to offer bilingual or English as Second Language (ESL) instruction. Indeed, the demand for bilingual/ESL teachers is greater than the current supply. Teacher preparation programs have recognized this fact and have taken actions to increase the number of students attaining bilingual/ESL degrees and/or certifications. This study examines what strategies institutions of higher education in Texas are utilizing to recruit and retain bilingual/ESL teacher candidates. It also considers to what extent these institutions are effectively preparing their students to face linguistic issues in their future classrooms. Finally, the study describes the institutions of higher education in Texas that attract the highest number of bilingual/ESL teacher candidates and identifies the key factors in their successful efforts. The researcher used a combination of quantitative and qualitative methods to address the research questions. Data was generated via an electronically mailed questionnaire, sent to forty Deans or administrators of teacher preparation programs in Texas that offer bilingual and/or ESL education; thirty five of them responded. Descriptive statistic methods, including frequency counts, percentages, crosstabulation, and logistic regression, were used to analyzed the data. Information obtained from openended questions was checked for the recurrence of common themes. Five administrators at high enrollment institutions participated in follow-up interviews in order to provide more in-depth information. Findings from the study indicated that institutional commitment and funding levels were associated with high enrollments and with higher student scores on state-mandated bilingual and ESL certification exams. Recommendations include: making the programs a priority, expanding recruitment efforts, expanded advertising of programs and establishing university/public school liaisons. Bilingual/ESL student organizations, offering scholarships and financial advising, and establishing student/faculty mentoring programs should be used to assist teacher candidates during their academic careers so that they will be effective teachers when they graduate.

In preparation for Thailand to join AEC (ASEAN Economic Community) in 2015, the Thai Government has made efforts to prepare its citizens for this competitive market by improving their English competence. This has driven the Education Ministry of Thailand to establish bilingual Thai-English education, namely through the English Programme (EP) and Mini English Programme (MEP) in both public and private schools. While in-service teachers are trained in teaching in EP and MEP through the cooperation between the Educational Ministry and four institutes: ELI (English Language Institution), ERIC (English Resource and Institutional Centre), British Council and Chulalongkorn University (Ministry of Education, 2003; Punthumasen, 2007), it is found that pre-service teacher training for bilingual education is relatively new and there has been little/no research in terms of its effectiveness in Thailand. This study examined Thai pre-service teachers’ perceptions of an English teacher education programme at a university in Bangkok, regarding the programme potential of preparing them to work in bilingual schools, especially for teaching in EP and MEP in the future. A mixed-methods methodology underpinned the study by providing method and data triangulation. This methodology involved the adoption of self-report questionnaires (n=37) and follow-up Facebook-chats (n=17) as method triangulation, and from Thai pre-service teachers in different year groups as data triangulation. Descriptive analysis i.e. frequencies and percentages was used to analyse closed questions of the questionnaires and content analysis was employed for analysing data from open questions of the questionnaire and the Facebook-chats. A good understanding of the English bilingual education system and teacher requirements respective for work in bilingual schools in Thailand was displayed and in line with the Ministry guidelines as expressed in the Ministry’s order number Wor Gor 65/2544 as of 9 October 2001.The findings revealed that they felt they needed English knowledge, Pedagogical Knowledge and Experiences in preparing them for work in bilingual schools also involved. It was also found that native-English speaker norm regarding communication and pronunciation skill resulted in less confidence in English proficiency. They desired to learn more about English especially relating to oracy skills, followed by a topic relating to teaching through English. The findings of the study contribute to the development of teacher training programme for bilingual education. Practical suggestions and future research are firstly related to the shift from native English speaking norms to bilingual or multilingual speaking norms to eliminate the feeling of failure to the linguistic competence. Secondly, CLIL and Content-based instruction are suggested to respond to the participants’ need in learning a topic relating to teach through English.

This study deals with the design and application of Scripture-founded pastoral guidelines as aid or supplement to existing work stress interventions for the effective management of teacher stress as it especially manifests in Second Language Teaching situations. Important questions addressed regarding this topic amongst others include the following: • Which perspectives can be deduced from Scripture with regard to work ethic, work stress and work stress management? • What does work stress in teaching mean and what support systems are available for teachers in practice, especially as the problem occurs in the profile of a Second Language Teacher? • How effectively do the support processes for Second Language Teachers with work stress in secondary schools run? • Which pastoral guidelines can be offered for the management of teacher stress as it features in the profile of Second Language Teachers? The research of the study is structured according to the model of Zerfass, as designed for Practical Theology. The basis theoretical research clearly indicates that applicable pastoral guidelines can be deduced from Scripture as the foundational source regarding the effective management of work stress. These pastoral guidelines are identified and described by focussing on the appearance of work stress in key figures in Scripture such as Joseph, Moses, Elijah, John the Baptist, Peter and Paul, as well as God's intervention and support in their different situations. God executed His plans through the different Bible characters in spite of their weaknesses and shortcomings, and this offers hope to current-day believers. The principles illustrated in the lives of the Bible characters can be applied to the lives of modern people. The following principles for work stress management are investigated through the mentioned Bible figures: Identity in God; Disciplining of thought; Delegation of work; Time management and setting priorities; Prayer and Divine support. It is clear from the meta-theoretical research that English Second Language Teachers, especially in the South African context, should receive much more support since their work stress factors are more and are very unique to their subject. There is a significant gap with regard to support bases or pastoral services for teachers in schools, in spite of there being several researchers that are of the opinion that work stress has a negative influence on teachers' mental health. It is precisely when external factors can not be controlled that the teacher should have the necessary skills for his own survival. Pastoral guidance focuses on the empowerment of the individual in an unfriendly work and living environment. The empirical study comprised interviews with three Second Language Teachers who experienced problems with teacher stress. In addition, interviews were held with three different headmasters at secondary schools to establish which support systems are available for teachers. The participants indicated that their relationship with God, the Word and prayer carry them through periods of stress. The empirical study showed that Second Language Teachers feel the need for pastoral guidance with regard to stress. The headmasters support the implementation of pastoral help in schools, since there is a void with regard to support systems or counselling in support of teachers who suffer from work stress. The central theoretical argument of this study makes it clear that counselling guidelines for a therapeutic process can play an indispensable intervention role in the guidance of teachers under work stress. During the process of establishing these pastoral guidelines, the basis theoretical perspectives were extracted through Scripture study of known Biblical figures under similar work pressure. The meta-theory was constructed from research information from recent studies of this subject field, and empirical case studies that served as situation analysis from the teaching context. Lastly, the information was integrated to formulate practice theoretical guidelines. The following guidelines for a pastoral guidance process are presented in chapter 5, as deducted from the Word of God: ♦ Physical health: The human body was created by God and should enjoy the same care as the soul and spirit. The counselee can be guided along the Word of God to a realisation of the importance of his body and its physical care. ♦ Spiritual health: Man draws his spiritual health from regular prayer and meditation regarding Scripture; and therefore prayer and Word Study are powerful instruments in the management of work stress. ♦ An identity founded in the Triune God does not sway under manipulation or unrealistic standards, because such a person understands who he is, Who he belongs to and what his purpose is, and therefore he can manage his stress. ♦ Thoughts that are disciplined according to the will of God and His Word enable a person to stay and act in a manner focused on God, even in stressful circumstances. ♦ Those who manage their time and determine priorities in accordance with God's will, are enabled to live a balanced life and to limit work stress. ♦ Those who delegate tasks, relieve their work and time pressure and also lessen their work stress. ♦ A personal relationship with God and the support, guidance and help of the indwelling Holy Spirit is indispensable for the effective management of work stress. ♦ The establishment of an effective support group relieves stress, because emotional burdens are shared. The purpose of the pastoral guidance process is to focus the counselee's faith dependence on the guidance of the Triune God. Scripture, as the Word of God, belonging to a community of believers, together with the spiritual activities that this entails, have a positive effect on counselees. The Scripture should be a non-negotiable component of pastoral guidance processes. This study has confirmed that the points of departure that the researcher initially held are valid points of departure for the support of the argument in favour of pastoral guidance to Second Language Teachers with work stress. / Thesis (M.A. (Practical Theology))--North-West University, Potchefstroom Campus, 2009.

This study deals with the design and application of Scripture-founded pastoral guidelines as aid or supplement to existing work stress interventions for the effective management of teacher stress as it especially manifests in Second Language Teaching situations. Important questions addressed regarding this topic amongst others include the following: • Which perspectives can be deduced from Scripture with regard to work ethic, work stress and work stress management? • What does work stress in teaching mean and what support systems are available for teachers in practice, especially as the problem occurs in the profile of a Second Language Teacher? • How effectively do the support processes for Second Language Teachers with work stress in secondary schools run? • Which pastoral guidelines can be offered for the management of teacher stress as it features in the profile of Second Language Teachers? The research of the study is structured according to the model of Zerfass, as designed for Practical Theology. The basis theoretical research clearly indicates that applicable pastoral guidelines can be deduced from Scripture as the foundational source regarding the effective management of work stress. These pastoral guidelines are identified and described by focussing on the appearance of work stress in key figures in Scripture such as Joseph, Moses, Elijah, John the Baptist, Peter and Paul, as well as God's intervention and support in their different situations. God executed His plans through the different Bible characters in spite of their weaknesses and shortcomings, and this offers hope to current-day believers. The principles illustrated in the lives of the Bible characters can be applied to the lives of modern people. The following principles for work stress management are investigated through the mentioned Bible figures: Identity in God; Disciplining of thought; Delegation of work; Time management and setting priorities; Prayer and Divine support. It is clear from the meta-theoretical research that English Second Language Teachers, especially in the South African context, should receive much more support since their work stress factors are more and are very unique to their subject. There is a significant gap with regard to support bases or pastoral services for teachers in schools, in spite of there being several researchers that are of the opinion that work stress has a negative influence on teachers' mental health. It is precisely when external factors can not be controlled that the teacher should have the necessary skills for his own survival. Pastoral guidance focuses on the empowerment of the individual in an unfriendly work and living environment. The empirical study comprised interviews with three Second Language Teachers who experienced problems with teacher stress. In addition, interviews were held with three different headmasters at secondary schools to establish which support systems are available for teachers. The participants indicated that their relationship with God, the Word and prayer carry them through periods of stress. The empirical study showed that Second Language Teachers feel the need for pastoral guidance with regard to stress. The headmasters support the implementation of pastoral help in schools, since there is a void with regard to support systems or counselling in support of teachers who suffer from work stress. The central theoretical argument of this study makes it clear that counselling guidelines for a therapeutic process can play an indispensable intervention role in the guidance of teachers under work stress. During the process of establishing these pastoral guidelines, the basis theoretical perspectives were extracted through Scripture study of known Biblical figures under similar work pressure. The meta-theory was constructed from research information from recent studies of this subject field, and empirical case studies that served as situation analysis from the teaching context. Lastly, the information was integrated to formulate practice theoretical guidelines. The following guidelines for a pastoral guidance process are presented in chapter 5, as deducted from the Word of God: ♦ Physical health: The human body was created by God and should enjoy the same care as the soul and spirit. The counselee can be guided along the Word of God to a realisation of the importance of his body and its physical care. ♦ Spiritual health: Man draws his spiritual health from regular prayer and meditation regarding Scripture; and therefore prayer and Word Study are powerful instruments in the management of work stress. ♦ An identity founded in the Triune God does not sway under manipulation or unrealistic standards, because such a person understands who he is, Who he belongs to and what his purpose is, and therefore he can manage his stress. ♦ Thoughts that are disciplined according to the will of God and His Word enable a person to stay and act in a manner focused on God, even in stressful circumstances. ♦ Those who manage their time and determine priorities in accordance with God's will, are enabled to live a balanced life and to limit work stress. ♦ Those who delegate tasks, relieve their work and time pressure and also lessen their work stress. ♦ A personal relationship with God and the support, guidance and help of the indwelling Holy Spirit is indispensable for the effective management of work stress. ♦ The establishment of an effective support group relieves stress, because emotional burdens are shared. The purpose of the pastoral guidance process is to focus the counselee's faith dependence on the guidance of the Triune God. Scripture, as the Word of God, belonging to a community of believers, together with the spiritual activities that this entails, have a positive effect on counselees. The Scripture should be a non-negotiable component of pastoral guidance processes. This study has confirmed that the points of departure that the researcher initially held are valid points of departure for the support of the argument in favour of pastoral guidance to Second Language Teachers with work stress. / Thesis (M.A. (Practical Theology))--North-West University, Potchefstroom Campus, 2009.