Developing Culturally Relevant Teachers: Centering Relationship Building at the Forefront of Education Field Experiences

Autor/inn/en	Worlds, Mario; de Jong, Ester J.
Titel	Developing Culturally Relevant Teachers: Centering Relationship Building at the Forefront of Education Field Experiences
Quelle	(2017), (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teaching Methods; Culturally Relevant Education; Cultural Background; African American Students; Practicums; Preservice Teachers; White Students; After School Programs; Elementary School Students; Goal Orientation; Comparative Analysis; Student Attitudes; Teacher Student Relationship; Teacher Education Programs; Florida + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Practicum; Praktikum; Praktika; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Zielorientierung; Zielvorstellung; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Previous research has suggested that culturally relevant teaching is central to teaching African American students. This study explores relationship building and use of students' funds of knowledge during a field placements practicum as tools to help predominantly White, preservice teachers achieve intended outcomes of culturally relevant teaching (Ladson-Billings, 1995). Twenty-five junior preservice teachers (PSTs) were observed in an after school program practicum where they worked with Black elementary students. Analysis of surveys, field observations, and PSTs' reflection logs revealed disconnections between the program goals and PSTs perceived goals for the practicum. Differences in goal perceptions shaped the relationship building between PSTs and their students. Although funds of knowledge activities assisted with some instructional choices, implementation of this activity remained superficial. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01