Literaturnachweis - Detailanzeige
| Autor/inn/en | Garte, Rebecca; Kronen, Cara |
|---|---|
| Titel | From the Margins of the Classroom to Mattering: How Community College Education Students Develop Future Teacher Identities |
| Quelle | In: Educational Forum, 85 (2021) 2, S.175-192 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-1725 |
| DOI | 10.1080/00131725.2020.1789796 |
| Schlagwörter | Two Year College Students; Community Colleges; Professional Identity; Action Research; Urban Schools; Program Effectiveness; Field Experience Programs; Preservice Teachers; Practicums; Service Learning; Student Diversity; Cultural Relevance; At Risk Students; Minority Group Students; First Generation College Students; Low Income Students; College School Cooperation; Culturally Relevant Education |
| Abstract | This paper discusses the effects of an experimental fieldwork course. The course incorporated cultural responsiveness and action research to impact the future teacher identity of students in a teacher education program at an urban community college. Elements of future teacher identity were discovered for all students; however, the experimental group showed significantly more growth in four elements. A theoretical model of how these elements may lead to a greater commitment to the field is proposed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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