Early Childhood Teaching Experiences in Urban Charter Schools.

Autor/in	Aldrich, Jennifer
Titel	Early Childhood Teaching Experiences in Urban Charter Schools.
Quelle	(2001), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Charter Schools; Consciousness Raising; Cultural Awareness; Diversity (Student); Early Childhood Education; Field Experience Programs; Higher Education; Kindergarten; Student Teacher Attitudes; Student Teachers; Student Teaching; Urban Schools + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Bewusstseinsbildung; Cultural identity; Kulturelle Identität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Praxisnahes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Central Missouri State University faculty forged partnerships with teachers in urban charter schools in Kansas City in an effort to ensure that early childhood teacher candidates' field experiences would take place in school environments with diverse populations of students. During the spring 2001 semester, early childhood teacher candidates were required to spend at least 2 days in an urban charter school kindergarten class with diverse students. Teacher candidates observed in the classroom, then worked with a partner to create an appropriate lesson to teach a small group of students. Candidates reflected on their first experience at the charter school via an electronic bulletin board. Next, they responded to points and concerns raised by fellow classmates. Overall, they were shocked and amazed by the unfamiliarity of what they saw in the charter schools during their first visit. At the end of the semester, after they had taught a lesson to the kindergarten students, they reflected again on their teaching experience and compared their first and final reflections. Their responses were generally positive. Many had not wanted to return initially but were eventually glad that they did. (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC