Teachers’ dialogue in a learner centered professional development initiative In a us urban high school

Leticia Alvarez Gutiérrez, Patricia D. Quijada Cerecer


Using paradigms emerging from Learner Centered Professional Development (LCPD), dialogic education and Transformative Pedagogical Practices (TPPs), this research study examined pedagogies that ignited a revitalization of shared values as a community of learners, challenged assumptions about learning while invigorating professional identities and cultivating possibilities for transforming praxis of a group of female teachers and female administrators in an urban high school. The LCPD initiative engaged teachers (13) and administrators (3) in dialogue, self-examination, and reflection, while also chipping away dearth perceptions of Latina/o student as learners and nourish possibilities for their successes. The data for this study is part of a larger corpus of data exploring teacher professional development initiatives in a large urban city in the southwestern region of Texas. Narrative analysis was the methodological tool used to code and analyze the data. The authors highlight the pedagogies that served to renew teachers and administrators’ sense of community, professional identities and modifications of teachers’ attitudes and pedagogies regarding themselves and Latina/o students. Our research findings underscore the urgency of educational reform to include on-going LCPD in order to transform and encourage professional enrichment, teacher agency and revive pedagogies that support all students’ academic and social successes.


Educational practices; educational responsibility; in service teacher education; teacher quality; urban education

Full Text:

PDF (Español)


Alvarez Gutiérrez, L. (2014). Youth Social Justice Engagement in the Face of Anti-Latina/o immigrant Illegitimacy. The Urban Review, 46, 3. DOI: 10.1007/s11256-013-0269-y

Alvarez Gutiérrez, L. (2013). Costo alto de política anti-imigrante sobre la familia y educación: The adverse consequences of anti-Latino immigration laws [Special Issue]. Theory Into Practice: Educational policy and youth in the 21st century, 52(3), 169-179.

Alvarez Gutiérrez, L. & Rios, F. (2012). La Política Vecindaria: A macro to micro lens on immigrant newcomer students in US schools. In S. Hughes and T. Berry (Eds.), The Evolving Significance of Race: Living, Learning, and Teaching. New Jersey, NJ: Hampton Press.

American Psychological Association, Work Group of the Board of Educational Affairs. (1997). Learner-centered psychological principles: A framework for school reform and redesign. Washington, DC: Author.

Borko, H. (2004). Professional development and teacher learning. Mapping the terrain. Educational Researcher, 33(8), 3-15.

Boyatzis, R.E. (1998). Thematic Analysis and code development: Transforming Qualitative Information. Thousand Oaks, CA: Sage Publications.

Clark, E. R. & Flores, B.B. (2001). Who Am I? The Social Construction of ethnic identity and Self perceptions of bilingual preservice teachers. The Urban Review, 33 (2), 69-86.

Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine our future. New York, NY: Teachers College Press.

Delpit, L.D. (1995). Other people’s children: Cultural conflict in the classroom. New York, NY: New York Free Press.

Emerson, R., Fretz, R., & Shaw, L. (1995). Writing ethnographic fieldnotes. Chicago, IL: University of Chicago Press.

Fantini, M.D. (1986). Regaining excellence in education. Columbus, OH: Merrill.

Flores, B. B., Sheets, R. H., & Clark, E. R., (2011). Educar para transforma: Preparing teachers for bilingual student populations. New York, NY: Routledge.

Frasier, M. M., Hunsaker, S. L., Lee, J., Finley, V. S., Frank, E., Garcia, J. H., & Martin, D. (1995). Educator’s perceptions of barriers to the identification of gifted children from economically disadvantaged and limited English proficient backgrounds (RM95216). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut. 16.

Freire, P. (1994). Pedagogy of the oppressed. New Revised 20th Anniversary Edition. New York, NY: Continuum.

Freire, P. (1994). Pedagogy of hope: Reliving pedagogy of the oppressed. New York, NY: Continuum.

French, K. B. (2012). Instructor’s Manual for Nieto & Bode: Affirming Diversity: The Sociopolicial context of multicultural education (5th Edition). Boston, MA: Pearson A&B.

Fry, R. & Taylor, P. (2012). High School Drop-out Rate at Record Low Hispanic High School Graduates Pass Whites in Rate of College Enrollment. Washington, DC: Pew Hispanic Center.

Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York, NY: Teachers College Press.

Goldstein, J. (2011). Peer review and teacher leadership: Linking professionalism and accountability. New York, NY: Teachers College Press.

González, N., Moll, L. C., & Amanti, C. (1995). Funds of knowledge for teaching in Latino households. Urban Education, 29(4), 443-470.

Hightower, A.M., Delgado, R. C., Lloyd, S.C., Wittenstein, R., Sellers, K., Swanson, C.B. (2011). Improving Student Learning By Supporting Quality Teaching: Key issues, effective strategies. Bethesda, MD: Editorial Projects in Education, INC. By Supporting Quality Teaching: A Survey of School Finan education: The report of the AERA panel on research on teacher education (pp. 477-548). Mahwah, NJ: Erlbaum/AERA.

Lee, T. S., & Quijada Cerecer, P.D. (2010). (Re)claiming Native youth knowledge: Engaging in socio-culturally responsive teaching and relationships, Multicultural Perspectives, 12(4), 199-205.

McCombs, B. L. (2003). A framework for the redesign of K-12 education in the context of current educational reform. Theory into Practice, 42, 93-101.

McCombs, B.L., & Whisler, J.S. (2007). The Learner-Centered classroom and school: Strategies for increasing student motivation and achievement. San Francisco, CA: Jossey-Bass.

McLaren, P. (2003). Life in schools: An introduction to critical pedagogy in the foundations of education (4thed.). Boston, MA: Allyn and Bacon.

Miles, M., & Huberman, A. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.

Miller, T. (2011). Partnering for Education Reform. Presentation at the Church of God in Christ’s International Convention. Huston, Texas.

Perreault, G. (2000). The classroom impact of high-stress testing. Education, 120 (4), 705-710.

Polly, D. & Hannafin, M.J. (2011). Examining how learner-centered professional development influences teachers’ espoused and enacted practices. The Journal of Educational Research, 104, 120-130. DOI: 10.1080/00220671003636737.

Polly, D. & Hannafin, M.J (2010). Technology’s role in revisioning learner-centered professional development. Educational Technology and Development, 58, 537-571. DOI: 10.1007/s11423-009-9146-5

Richman, C.L., Boveslky, S., Kroovand, N., Vacca, J. & West, T. (1997). Racism 102: The Classroom. Journal of Black Psychology, 23, 378-387. DOI: 10.1177/00957984970234005

Saltman, K. J. (2000). Collateral damage: Corporatizing public schools— A threat to democracy. New York, NY: Rowman & Littlefield.

Schultz, K. (2003). Listening: A framework for teaching across differences. New York City, NY: Teachers College.

Sergiovanni, T. (2000). The life world of leadership: Creating culture, community, and personal meaning in our schools. San Francisco: Jossey Bass.

Stage, F.K., Muller, P.A., Kinzie, J., & Simmons, A. (1998). Creating Learning Centered Classrooms: what does learning theory have to say? ASHE-ERIC Higher Education Report, 26,(4). George Washington University Graduate School of Education and Human Development.

Tate, D. (2008). Schools for all campaign: The school bias and pushout problem. ACLU of Northern California.

Tatum, B. (1997). Why are all the Black kids sitting together in the cafeteria? New York, NY: Basic Books.

U.S. Department of Education, National Center for Education Statistics. (2012). Digest of Education Statistics, 2011 (NCES 2012-001). Introduction and Chapter 2: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, Teacher Data Files, 2007–08.

U.S. Department of Education. (2011). The Condition of Education. Retrieved September 30, 2013, from http://nces.ed.gov/programs/coe/introduction2.asp

Weisman, E. M. (2001). Bicultural identity and language attitudes perspectives of four Latina teachers. Urban Education,

(2), 203-225.

Yin, R. K. (1994). Case study research. Thousand Oaks, CA: Sage Publications.

Zeek, C., Foote, M., & Walker, C. (2001). Teacher stories and transactional inquiry: Hearing the voices of mentor teachers. Journal of Teacher Education, 52(5), 377–385.

Zeichner, K.M. & Liston, D. P. (2014). Reflective teaching: An introduction. New York, NY: Routledge.

DOI: https://doi.org/10.7179/PSRI_2014.24.09


  • There are currently no refbacks.

DOI: 10.7179/PSRI



Licencia Creative Commons

Este obra está bajo una Licencia Creative Commons Atribución-NoComercial-CompartirIgual 3.0 España.

ISSN: 1139-1723

DOI: 10.7179/PSRI