What Does Cultural Identity Have to Do with the Preparation of Teachers? (Methodology and Findings).

Autor/inn/en	Hulsebosch, Pat; Koerner, Mari
Titel	What Does Cultural Identity Have to Do with the Preparation of Teachers? (Methodology and Findings).
Quelle	(1993), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Biographies; Case Studies; Cultural Influences; Higher Education; Interviews; Minority Group Teachers; Personal Narratives; Qualitative Research; Research Methodology; Researcher Subject Relationship; Self Concept; Teacher Attitudes; Teacher Education + Suchen Sie Ihr Suchwort? Biography; Biografie; Biographie; Case study; Fallstudie; Case Study; Cultural influence; Kultureinfluss; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interviewing; Interviewtechnik; Erlebniserzählung; Qualitative Forschung; Research method; Forschungsmethode; Selbstkonzept; Lehrerverhalten; Lehrerausbildung; Lehrerbildung
Abstract	A research project examined the issues of how teachers' cultural identities and school experiences affect their definitions of themselves as teachers, and how their identities affect their teaching. The project was a qualitative inquiry, based on reciprocal and interactive relationships. Researchers began by identifying education students who stood out as being aware of and articulate about the influence of race, gender, language, ability, and ethnicity. Six such students were invited to participate in a research project focusing on the contributions of minority teachers. Researchers asked questions about personal information, teaching experience, school diversity, multicultural educational practices, and teaching strategies. From their notes, researchers prepared biographies, then submitted them to the interviewees for feedback and corrections. Overall, student teachers saw themselves as distinct from the white, male, middle class norm. Participants had respect for diversity and did not view it as a barrier. The student teachers believed they needed to facilitate the changes necessary to make students feel legitimate. All saw passion as a force for change in teaching. In some the passion expressed itself as anger; in others, excitement. All sought the means to enact culturally relevant pedagogy. Findings revealed that the more conscious individuals are about efforts to assimilate into the culture, the less threatening are their differences to others such as students and parents. (Contains 27 references.) (SG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC