Does Early Immersion in High Needs Schools Promote Teacher Preparation? Examining Perceptions of Preservice Teachers

Autor/inn/en	Mathur, Smita; Myers, Joy; Barnes, Susan
Titel	Does Early Immersion in High Needs Schools Promote Teacher Preparation? Examining Perceptions of Preservice Teachers
Quelle	In: Research in the Schools, 24 (2017) 2, S.24-33 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-5300
Schlagwörter	Preservice Teachers; Student Attitudes; Disadvantaged Schools; Poverty; Student Diversity; Cooperating Teachers; Transformative Learning; Metacognition; Program Effectiveness; Elementary Schools; Rural Schools; Refugees; Novices; College School Cooperation; Public Schools; Preservice Teacher Education; Professional Development; English Language Learners; Virginia + Suchen Sie Ihr Suchwort? Schülerverhalten; Armut; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Pädagogische Transformation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Elementary school; Grundschule; Volksschule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Flüchtling; Public school; Öffentliche Schule; Lehramtsstudiengang; Lehrerausbildung
Abstract	Teacher education faculty developed an innovative immersion-based professional development initiative termed High Impact Immersion Experience (H.I.I.E.) to address the problem of novice preservice teachers' lack of experience working in high-poverty schools with significant cultural diversity. A qualitative action research approach was designed to explore perceptions of the preservice teachers related to H.I.I.E. Immersing novice preservice teachers in high-needs elementary classrooms early in their education programs was hypothesized to provide academically challenging learning opportunities and build strong professional relationships in schools. Aligned with the High Impact Educational Practices described by George Kuhn (2008), faculty developed an early immersion experience for a cohort of 20 novice preservice teachers; 19 participated in the study. The preservice teachers were placed in 5 local elementary schools for 5 full consecutive weeks and were mentored by cooperating teachers, university faculty, and other school personnel. Findings suggested that immersion offers preservice teachers an opportunity to be involved in a broad range of activities in the classroom; have a variety of interactions with school staff, build deeper relationships; and develop metacognitive skills that lead to personal transformation and prepare them to work in high-needs schools. Implications of this study indicate that successful immersion experiences, such as H.I.I.E., should be an integral part of preparing teachers. (As Provided).
Anmerkungen	Mid-South Educational Research Association (MSERA). Web site: http://www.msera.org/publications-rits.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01