Preparing Monocultural Teachers for a Multicultural World: Attitudes toward Inner City Schools in Education Classes.

Autor/inn/en	Aaronsohn, Elizabeth; und weitere
Titel	Preparing Monocultural Teachers for a Multicultural World: Attitudes toward Inner City Schools in Education Classes.
Quelle	(1993), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Action Research; Attitude Change; Cultural Differences; Education Courses; Education Majors; Elementary Education; Graduate Study; Higher Education; Inner City; Inservice Teacher Education; Multicultural Education; Preservice Teacher Education; Racial Differences; Stereotypes; Student Experience; Teacher Attitudes; Teaching Experience; Undergraduate Study; Urban Education + Suchen Sie Ihr Suchwort? Projektforschung; Attitudinal change; Einstellungsänderung; Kultureller Unterschied; Fortbildungskurs; Elementarunterricht; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Multikulturelle Erziehung; Lehramtsstudiengang; Lehrerausbildung; Rassenunterschied; Klischee; Studienerfahrung; Lehrerverhalten; Grundstudium; Stadtteilbezogenes Lernen
Abstract	This collaborative action research effort was designed to assess whether a change in university students' attitudes toward inner city children and schools could result from interventions in selected graduate and undergraduate classes in teacher education and educational leadership. Three faculty members used writing exercises, texts, videotaped presentations, field site visits to inner city schools, and other learning activities to confront racial and social stereotypes held by both preteacher candidates and inservice teachers. The study revealed that the very term "inner city" triggered deep-seated myths reinforced by media images. Researchers saw significant shifts over time in self-reported perspectives toward more complexity and openness with respect to the inner city. Teacher educators are urged to deal with the reality that preteachers of the dominant culture are astonished that an inner city school can be clean, bright, and orderly, and that inner city children are positive and highly motivated in school if learning is structured in a way that respects and affirms them. (Contains 12 references.) (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC