Incorporating Urban Charter School Teaching Experiences in Central's Early Childhood Education Curriculum Course.

Autor/in	Aldrich, Jennifer
Titel	Incorporating Urban Charter School Teaching Experiences in Central's Early Childhood Education Curriculum Course.
Quelle	(2002), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Charter Schools; College School Cooperation; Consciousness Raising; Cultural Awareness; Cultural Differences; Diversity (Student); Higher Education; Kindergarten; Preservice Teacher Education; Primary Education; Student Teachers; Teacher Attitudes; Urban Schools + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Bewusstseinsbildung; Cultural identity; Kulturelle Identität; Kultureller Unterschied; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Primarbereich; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This paper reports efforts at Central Missouri State University to broaden student teachers' perspectives using field experiences in urban charter schools. Early childhood teacher candidates were required to spend at least two days in an urban charter school kindergarten class. The first day was spent observing and helping teachers and/or children as needed. The second day was spent preparing and teaching a developmentally appropriate lesson to small groups of children. Participants reflected on this experience via an electronic discussion board. Overall, they were shocked by the unfamiliarity of what they saw in the schools (e.g., direct instruction and lack of display of children's work). Five major themes emerged from their reflections: environment, classroom teacher, students, curriculum, and instruction. Comments about the environment and instruction were generally negative, though the respondents were positive about the children. Comments regarding the classroom teachers depended upon which teacher was observed and varied from very positive to very negative. At the end of the semester, after having taught a lesson to kindergarten students, student teachers reflected on their teaching experience and compared their first and final reflections. Using the same themes, the study found that respondents were generally positive about the teaching experience. (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC