Preservice Teacher Learning in an Unfamiliar Setting

Autor/inn/en	Adams, Alyson; Bondy, Elizabeth; Kuhel, Karen
Titel	Preservice Teacher Learning in an Unfamiliar Setting
Quelle	In: Teacher Education Quarterly, 32 (2005) 2, S.41-62 (22 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Preservice Teacher Education; African American Children; Preservice Teachers; Neighborhoods; Inclusive Schools; Teacher Education Programs; Field Experience Programs; Social Justice; Public Housing; Equal Education; Teacher Student Relationship; Cross Cultural Training; Scaffolding (Teaching Technique); Cultural Differences + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Neighbourhoods; Nachbarschaft; Inclusive school; Integrative Schule; Praxisnahes Lernen; Soziale Gerechtigkeit; Sozialer Wohnungsbau; Teacher student relationships; Lehrer-Schüler-Beziehung; Interkulturelle Orientierung; Kultureller Unterschied
Abstract	The study reported in this article was focused on the first field experience in a teacher education program developed around themes of equity and social justice within a larger framework of inclusive education. The community-based field experience entails one-on-one mentoring in which elementary preservice teachers (PSTs) work with African American children in local public housing neighborhoods. This field experience challenges PSTs to work with and get to know children, families, and communities that are unfamiliar to them. The courses students take concurrently emphasize multicultural themes, as do courses and field experiences that they take in the next two-and-a-half years in the program. How do the PSTs respond to this unfamiliar experience? In particular, how do they respond at different points in time following completion of the community field experience, and what factors influence their responses? The authors believe their findings have implications for the way field experiences are structured, and for the kinds of scaffolding PSTs require throughout a teacher education program in order to promote the skills and dispositions of culturally responsive teaching. (Contains 1 figure.) (ERIC).
Anmerkungen	Caddo Gap Press. 3145 Geary Blvd PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10