The Battle for Rap: Problems and Possibilities in Teacher Education

Autor/in	Kumar, Tracey
Titel	The Battle for Rap: Problems and Possibilities in Teacher Education
Quelle	In: Teaching Education, 29 (2018) 2, S.211-220 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2017.1377695
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Student Teacher Attitudes; Beliefs; Teaching Methods; Popular Culture; Music; Poetry; Language Usage; Middle School Students; High School Students; Social Studies; Methods Courses; Instructional Effectiveness; Qualitative Research; Interviews + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Belief; Glaube; Teaching method; Lehrmethode; Unterrichtsmethode; Popkultur; Musik; Lyrik; Poesie; Sprachgebrauch; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Gemeinschaftskunde; Methodisch-didaktische Anleitung; Unterrichtserfolg; Qualitative Forschung; Interviewing; Interviewtechnik
Abstract	This qualitative study examined preservice teachers' (PSTs') ideas and beliefs regarding the use of rap for instructional purposes in P-12 classrooms, and the ways in which they proposed to use rap in the teaching of middle and high school social studies. Participants included the instructor of a social studies methods course, and thirteen PSTs enrolled in the course. The findings suggest that PSTs view rap as a phenomenon that must be approached in a careful manner, and that is best suited to content areas other than social studies. The findings also suggest that PSTs' proposed uses of rap represent P-12 education as an uncritical, teacher-centric endeavor which serves to perpetuate the status quo. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01