A Diverse Clinical-Based Practice in Teacher Education

Autor/inn/en	Gottschalk, Shelby; Hake, Megan M.; Cook-Benjamin, Lorie
Titel	A Diverse Clinical-Based Practice in Teacher Education
Quelle	In: Academic Leadership Journal in Student Research, 4 (2016), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-3223
Schlagwörter	Self Esteem; Preservice Teachers; Student Diversity; Pretests Posttests; Likert Scales; Questionnaires; Scores; Simulated Environment; Technology Uses in Education; Teaching Methods; Educational Technology; Teacher Education Programs; Program Effectiveness; Cultural Awareness; Elementary School Students; English Language Learners; Poverty; Foreign Countries; Mexico + Suchen Sie Ihr Suchwort? Self-esteem; Selbstaufmerksamkeit; Likert-Skala; Fragebogen; Künstliche Umwelt; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Cultural identity; Kulturelle Identität; Armut; Ausland; Mexiko
Abstract	The purpose of the study was to determine if offering a virtual clinical-based practice would affect teacher candidates' level of confidence in teaching diverse students. During 2012-2014, data were collected using a pre- and post-Likert scale questionnaire. A paired two sample t-test was utilized to determine if there was a significant difference in mean scores from the pre- to the post-questionnaire. Increases were found in all questionnaire items with five of the items showing a significant increase at the a = 0.01 level. The results suggest that a virtual clinical-based practice may provide an authentic experience for teacher candidates, may lead teacher candidates to become more aware and take a positive approach to students' differences, and that the teacher candidates' comfort level with unfamiliar situations posed by students from diverse backgrounds may increase. A future implication is that colleges of education may want to consider adding a virtual clinical-based practice to existing diversity education classes. However, more research needs to be conducted to determine if virtual clinical-based practices are equal to or better than on-site clinical-based practices in an attempt to increase teacher candidates' levels of confidence in teaching diverse students. (As Provided).
Anmerkungen	Fort Hays State University. 600 Park Street, Hays, KS 67601. Tel: 785-628-5578; Fax: 785-628-4479; e-mail: editor_alj@fhsu.edu; Web site: http://www.aljinstudentresearch.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01