The Role of African American Mentor Teachers in Preparing White Preservice Teachers for African American Student Populations

Autor/inn/en	Moule, Jean; Higgins, Karen M.
Titel	The Role of African American Mentor Teachers in Preparing White Preservice Teachers for African American Student Populations
Quelle	In: Journal of Negro Education, 76 (2007) 4, S.609-621 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	African American Students; Preservice Teachers; Mentors; Elementary School Teachers; Teacher Student Relationship; Whites; Race; Ethnicity; Teacher Role; Cultural Differences; Student Needs; Elementary School Students; Cultural Awareness; Profiles; Teacher Education + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; White; Weißer; Rasse; Abstammung; Ethnizität; Lehrerrolle; Kultureller Unterschied; Cultural identity; Kulturelle Identität; Charakterisierung; Profilanalyse; Lehrerausbildung; Lehrerbildung
Abstract	How do we bridge the mismatch between teachers and students based on race and ethnicity currently in our nation's schools? The teaching force remains overwhelmingly White, while the percentage of K-12 students of color continues to rise. Because of cultural dissonance, teachers may not understand the needs of their students. This study shows evidence of bridging this preparation gap and confirms findings by others of the impact fieldwork among elementary students of color may quickly make on preservice teachers' perspectives and abilities to teach children of color. Additionally, the authors uncover evidence that African American mentor teachers are critical in helping to produce culturally competent and successful teachers of African American children, especially White preservice teachers with limited experiences in diversity. (Contains 2 tables.) (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10