Analyzes the experiences of one Texas university with the integration of legally residing foreign-trained Mexican teachers in their bilingual teacher education program. The preliminary analysis reveals that a university can assist in the integration of foreign-trained teachers, but that thinking "out of the box" to alleviate the teacher…

Prior to entering a U.S. bilingual teacher preparation program, Mexican teachers ("normalistas") were assessed regarding their ethnic identity, self-conceptualization, and teaching efficacy. The findings indicated that normalistas' ethnic identity is tied to country of origin, rather than their adopted country. Five salient conceptualization…

A case study examined a Texas bilingual teacher education program that recruited local paraprofessionals and Mexican teachers (normalistas). Interviews, writing samples, and observations of seven students revealed that normalistas were open to seeing merit in U.S. educational methods, while paraprofessionals began to question the deficit model…