Challenging the Cultural "Taken-for-Grantedness" of Preservice Teacher Candidates in a Program of Urban Teacher Preparation: Implications for Education of Urban Teachers.

Autor/inn/en	Weiner, Lois; Rand, Muriel; Pagano, Alicia; Obi, Roselynn; Hall, Althea; Eberly, Jody; Bloom, Arlene
Titel	Challenging the Cultural "Taken-for-Grantedness" of Preservice Teacher Candidates in a Program of Urban Teacher Preparation: Implications for Education of Urban Teachers.
Quelle	(2000), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Attitude Change; Cultural Differences; Cultural Influences; Elementary Secondary Education; Higher Education; Preservice Teacher Education; Racial Attitudes; Student Teacher Attitudes; Student Teachers; Urban Schools + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Kultureller Unterschied; Cultural influence; Kultureinfluss; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Rassenfrage; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This study investigated whether data collected from coursework and instructor evaluations of student teacher attitude change were adequate measures of change over a semester. Data analysis involved students enrolled in courses taught in fall 2000 at New Jersey City University. Teachers collected students' biographical data and written responses to a case study describing a student teacher's efforts to handle the isolation of three Latina students in her classroom. Students responded to the same case study at the beginning and end of the semester. After the second response, students reviewed their first response and wrote about their initial reactions so that researchers could assess metacognitive change. Course instructors collected data from student journals, papers, written assignments, and class discussions regarding students' attitudes and ideas about culture and race in schooling. Instructors presented their findings at two different intervals. A team analyzed trends and tendencies in development of student thinking across the program. Instructors' predictions of students who would be the most and least changed were confirmed by analyzing responses. Very few students demonstrated much change. Instructors had trouble matching case study responses to students in their courses. Predicting change based on biographical information was difficult. (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01