Literaturnachweis - Detailanzeige
| Autor/inn/en | Sosin, Adrienne; De Lawter, Kathryn |
|---|---|
| Titel | A Collaborative Action Research Investigation in Teacher Education: The Global Perspectives Calendar as a Methodology for Enhancing Multicultural Teaching. |
| Quelle | (1999), (22 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Action Research; Consciousness Raising; Cultural Awareness; Elementary Secondary Education; Higher Education; Multicultural Education; Preservice Teacher Education; Student Teacher Attitudes; Student Teachers; Teacher Collaboration |
| Abstract | This paper describes a study of elementary and secondary teacher education students' experiments in making multicultural calendar artifacts and their explorations and interpretations of artifacts as calendars. Researchers examined multicultural calendar artifacts as objects that documented approaches to multicultural curriculum and investigated how students constructed meaning and interpreted multicultural curriculum questions. Participants were career-change students in a Global Perspectives course designed to promote self-reflection (e.g., examining taken-for-granted presuppositions and stereotypical biases). Students had to create and present multicultural calendars intended for actual future use in teaching. The calendars were designed for constructing multicultural meanings intrapersonally and interpersonally. Students had to present their calendars during class and receive feedback. Study data included original calendar artifacts and their accompanying materials, videotapes of students' class presentations, instructors' and students' interactive observations and feedback, audiotaped discussions between instructors as they interpreted the calendars, student writings, and course evaluations. Results indicated that the multicultural calendars showed how graduate career-change student teachers envisioned their future work in curriculum making, teaching, and holistic evaluations. Creating multicultural calendars enabled students to get in touch with their ideas and beliefs about approaching diverse students and curriculum and become confident in contributing to a school community. The calendars made possible an exchange of views between colleagues interested in developing students' global perspectives. (Contains 51 references.) (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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