Community Involvement Components in Culturally-Oriented Teacher Preparation.

Autor/in	Mahan, James M.
Titel	Community Involvement Components in Culturally-Oriented Teacher Preparation.
Quelle	(1982), (13 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; American Indian Reservations; Community Characteristics; Cultural Awareness; Culture Contact; Educational Sociology; Ethnic Groups; Field Experience Programs; Higher Education; Hispanic Americans; Intercultural Programs; Multicultural Education; Preservice Teacher Education; School Community Relationship; Student Teachers; Urban Education + Suchen Sie Ihr Suchwort? Indianerreservat; Cultural identity; Kulturelle Identität; Bildungssoziologie; Erziehungssoziologie; Ethnie; Praxisnahes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hispanic; Hispanoamerikaner; Multikulturelle Erziehung; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Stadtteilbezogenes Lernen
Abstract	At Indiana University, preservice teachers participate in required community-based multicultural programs that allow them to become directly involved with community characteristics, values, needs, and achievements. It is hoped that this experience will help them to adapt curriculum and instructional techniques to fit community realities and aspirations. Three projects, located in American Indian reservations, Hispanic communities, and urban areas, provide preservice teachers with a variety of community activities. Each participant completes a prerequisite course focusing on the target cultural group before reporting for a 16- to 17-week assignment in the chosen community. Each project has its unique structure, but all preservice teachers must average at least 15 hours per week of nonschool teaching in the local community in addition to fulfilling student teaching requirements. Evaluation data collected over the nine years of the project's existence have indicated that structured, semester-long field experiences in cultural communities produce a significant, positive response from preservice teachers. Community members also express positive reactions to the program. Participants report that the field experience had direct application to their teaching practice and that it provided long term rewards. (FG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01