Conceptualizing Culture: How Preservice Teachers in the Rural Midwest Confront Subjectivities

Autor/inn/en	Karabon, Anne; Johnson, Kelly Gomez
Titel	Conceptualizing Culture: How Preservice Teachers in the Rural Midwest Confront Subjectivities
Quelle	In: Teacher Education Quarterly, 47 (2020) 3, S.32-54 (23 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Preservice Teachers; Rural Areas; Elementary School Teachers; Secondary School Teachers; Cultural Influences; Preservice Teacher Education; Culturally Relevant Education; Attitude Change; Student Attitudes; Class Activities; Cultural Awareness; Reflection; Educational Planning; Special Education; English Language Learners; Racial Differences; Gender Differences + Suchen Sie Ihr Suchwort? Rural area; Ländlicher Raum; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Cultural influence; Kultureinfluss; Lehramtsstudiengang; Lehrerausbildung; Attitudinal change; Einstellungsänderung; Schülerverhalten; Cultural identity; Kulturelle Identität; Bildungsplanung; Special needs education; Sonderpädagogik; Sonderschulwesen; Rassenunterschied; Geschlechterkonflikt
Abstract	This qualitative study examined how elementary and secondary preservice teachers in the rural Midwest conceptualize "culture" and how preservice teachers' subjectivities and conceptions of culture shape their pedagogical practices. Thirty-six preservice teachers participated in a course on effective planning designed to address topics such as special education, English language learners, race, those living in difficult circumstances, and gender representation. Results reveal that despite exposure to reflections and discussions on privilege and hegemony to confront biases and deficit perspectives, ethnocentrism persisted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01