Autobiographies in Preservice Teacher Education: A Snapshot Tool for Building a Culturally Responsive Pedagogy

Autor/inn/en	Gunn, AnnMarie Alberton; Bennett, Susan V.; Evans, Linda Shuford; Peterson, Barbara J.; Welsh, James L.
Titel	Autobiographies in Preservice Teacher Education: A Snapshot Tool for Building a Culturally Responsive Pedagogy
Quelle	In: International Journal of Multicultural Education, 15 (2013) 1, (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5267
Schlagwörter	Autobiographies; Preservice Teacher Education; Preservice Teachers; Culturally Relevant Education; Internship Programs; Teaching Methods; Curriculum Design; Qualitative Research; Content Analysis; Semi Structured Interviews; Teacher Educators; Reflective Teaching; Cultural Awareness; Transformative Learning; Learning Theories; Writing (Composition); Course Content; Case Studies; College Students; Seminars; Data Analysis; Student Teacher Attitudes; Student Diversity; Career Choice; Reflection; Outcomes of Education; Educational Benefits; Prior Learning + Suchen Sie Ihr Suchwort? Autobiography; Autobiografie; Autobiographie; Lehramtsstudiengang; Lehrerausbildung; Berufspraktische Ausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrplangestaltung; Qualitative Forschung; Inhaltsanalyse; Teacher education; Education; Lehrerbildung; Cultural identity; Kulturelle Identität; Pädagogische Transformation; Learning theory; Lerntheorie; Schreibübung; Kursprogramm; Case study; Fallstudie; Case Study; Collegestudent; Seminar; Auswertung; Lernleistung; Schulerfolg; Bildungsertrag; Vorkenntnisse
Abstract	Many scholars have made the call for teacher educators to provide experiences that can lead preservice teachers to embrace a culturally responsive pedagogy. We investigated the use of brief autobiographies during an internship as a tool (a) for preservice teachers to examine their multidimensional culture; and (b) for teacher educators to assess preservice teachers' developing understandings about cultural responsive pedagogy and then further design curriculum to enhance these understandings. Using qualitative methods, we analyzed the preservice teachers' (N = 24) autobiographies and an interview with the professor of this course. Based on the findings of this study, we suggest teacher educators need to develop experiences and opportunities that will enable preservice teachers to reflect on how culture impacts teaching and learning behaviors. Therefore, preservice teachers will be better prepared to teach all students. (As Provided).
Anmerkungen	International Journal of Multicultural Education. Eastern University, 1300 Eagle Road, St. Davids, PA 19087. Tel: 610-341-1597; Fax: 484-581-1276; e-mail: ijme@eastern.edu; Web site: http://www.ijme-journal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01