An Investigation of Practices and Strategies to Prepare Preservice Teachers to Educate K-12 Culturally Diverse Learners: A Case Study of a Historically Black College and University

Autor/in	Goudy, Tiffanie Coleman
Titel	An Investigation of Practices and Strategies to Prepare Preservice Teachers to Educate K-12 Culturally Diverse Learners: A Case Study of a Historically Black College and University
Quelle	(2022), (96 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Texas Wesleyan University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3719-9047-1
Schlagwörter	Hochschulschrift; Dissertation; Preservice Teachers; Elementary Secondary Education; Culturally Relevant Education; Black Colleges; Educational Strategies; Student Diversity; College Faculty; Administrators; Teacher Education; Caring; Interpersonal Relationship; Expectation; Self Esteem; Teacher Student Relationship; Student Teaching; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrstrategie; Fakultät; Lehrerausbildung; Lehrerbildung; Care; Pflege; Sorge; Betreuung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Expectancy; Erwartung; Self-esteem; Selbstaufmerksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching practice; Unterrichtspraxis
Abstract	The purpose of this instrumental case study was to investigate perceptions of the preparation strategies, practices, and supports for preservice teachers at a select HBCU to determine how the program prepares preservice teachers to educate culturally diverse K-12 students through culturally relevant pedagogy. This researcher examined data from five participants, including two teachers' and three program faculty and administrators for their perceptions of the culturally relevant pedagogy provided by the HBCU Greater Texas educator preparation program. The focus was on interviewing program administrators, faculty including field supervisors, and preservice teachers within the select HBCU. For this study, culturally relevant pedagogy provided the theoretical framework. The research setting was a Council for the Accreditation of Educator Preparation accredited 4-year HBCU located in Texas. The researcher conducted semistructured interviews aligned to meet the purpose of the study and collected artifacts, such as syllabi, from the participating HBCU. All interviews were recorded for accuracy with participant permission and transcribed for analysis. The five thematic findings that answered the two research questions caring relationships matter, high expectations produce confidence, learning how to connect with students, diverse clinical experiences. The small sample limitation could prevent the findings from having transferability to that population of the current case study institution. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01