Literaturnachweis - Detailanzeige
| Autor/inn/en | Pope, Jacqueline; Wilder, Joyce |
|---|---|
| Titel | Now that I'm Out in the Field: Student Teaching and Valuing Diversity |
| Quelle | In: Journal of Instructional Psychology, 32 (2005) 4, S.322-328 (7 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0094-1956 |
| Schlagwörter | Student Teaching; Preservice Teachers; Cultural Pluralism; Student Diversity; Questionnaires; Student Attitudes; Higher Education; Federal Legislation; Educational Policy; Teacher Education Programs; Teacher Effectiveness |
| Abstract | The move to address the inequity in our nation's schools continues to be an issue of concern for many in education. While the NCLB Act spotlights our nation's public schools, universities and colleges are not immune to the new law. Many schools of higher education continue to look for effective ways to better prepare future teachers for the students they are likely to encounter in the classroom. The present study involved an effort to assess pre-service teachers' perceptions and attitudes regarding issues of cultural diversity, once the student has moved from the traditional college classroom. Pre-service teachers (N=295) were asked to complete several questionnaires during their student teaching assignment. Information was gathered regarding personal and professional attitudes toward diversity and diversity issues. Results revealed a wide range of perceptions and attitudes with some students expressing a higher value for diversity and working in an environment with diverse students. Additionally, students' appreciation for diversity is clearly evident in their own personal attitudes and behaviors. This personal appreciation seems to resonate within the school environment. (Contains 3 tables.) (Author). |
| Anmerkungen | Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/csj.html. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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