A Close Encounter with Personal Bias: Pedagogical Implications for Teacher Education

Autor/inn/en	Clark, Patricia; Zygmunt, Eva
Titel	A Close Encounter with Personal Bias: Pedagogical Implications for Teacher Education
Quelle	In: Journal of Negro Education, 83 (2014) 2, S.147-161 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.83.2.0147
Schlagwörter	Bias; Teacher Education Programs; Preschool Teachers; Elementary School Teachers; Graduate Study; Online Courses; Teacher Attitudes; Racial Bias; Ethnic Stereotypes; Teacher Expectations of Students; Inferences; Beliefs; Reflection; Consciousness Raising + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Aufbaustudium; Graduiertenstudium; Hauptstudium; Online course; Online-Kurs; Lehrerverhalten; Racial discrimination; Rassismus; National stereotype; Nationales Stereotyp; Inference; Inferenz; Belief; Glaube; Bewusstseinsbildung
Abstract	This qualitative study explored the reactions of practicing teachers when presented with an "encounter" experience that challenged them to examine their own bias in an on-line graduate course. In this case, the encounter experience was completing two Implicit Association Tests--one on race and one on skin tone. The researchers examined the discussion board entries of 302 early childhood and elementary teachers enrolled in the course and found that teacher reactions generally typified one of five categories: (a) disregard for the results, (b) disbelief in the results, (c) acceptance of the results, (d) discomfort with the results, and, finally, (e) distress with the results. The results are discussed in the context of helping teachers become aware of the potential impact of bias on the teaching and learning process. Pedagogical strategies to mediate the typology of reactions to the suggestion of personal bias are highlighted. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01