Literaturnachweis - Detailanzeige
| Autor/in | Mahan, James M. |
|---|---|
| Titel | Research and Reflections on Immersing Mainstream Student Teachers in Non-Mainstream Communities. |
| Quelle | (1977), (28 Seiten) |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Tagungsbericht; American Indians; Black Community; Community Involvement; Cross Cultural Training; Educational Innovation; Mexican Americans; Minority Groups; Preservice Teacher Education; Program Content; Program Evaluation; Student Teaching |
| Abstract | This paper argues that, with the demise of the "melting pot" theory of education, teacher educators are faced with the challenge of providing cross-cultural preparation for preservice teachers of the cultural majority who wish to serve minority populations. Four Indiana University projects are described in which student teaching segments have been arranged in American Indian, Latino, rural, and inner-city nonmainstream cultural settings. The programs involve special language requirements (Navajo, Spanish); exposure to cultural aspects of the local population through reading, films, seminars and workshops; and varying requirements for on-site involvement with community agencies prior to teaching in the classroom. Supervision of the student teachers is done as far as possible by local site people who are members of the same ethnic group as the majority of the school students. A survey of project characteristics and participant views is presented, including enrollment and completion data, participant educational attitudes, pre and post involvement in the participant community, participant evaluation of the program, anticipated and actual student teacher satisfaction, site receptivity, and local evaluation of participants. Outcomes of the program are examined from the viewpoints of change in student teacher perceptions of ethnic group social and educational opportunities, employment rates of program graduates, and retrospective program evaluation by graduates. Conclusions are presented on the program's relevance, effectiveness, and future development. (MB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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