A Self-Study of Diversity: Preservice Teachers' Beliefs Revealed through Classroom Practices

Autor/inn/en	Sobel, Donna M.; Taylor, Sheryl V.; Kalisher, Shannon M.; Weddle-Steinberg, Rachel A.
Titel	A Self-Study of Diversity: Preservice Teachers' Beliefs Revealed through Classroom Practices
Quelle	In: Multiple Voices for Ethnically Diverse Exceptional Learners, 5 (2002) 1, S.1-12 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-1888
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Teacher Education Programs; Teacher Educators; Teaching Methods; Beliefs; Cultural Differences; Reflection; Journal Writing; Professional Development; Bilingual Education; English (Second Language); Leadership; Special Education + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Teacher education; Education; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Belief; Glaube; Kultureller Unterschied; Zeitschriftenaufsatz; Bilingual teaching; Bilingualer Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Führung; Führungsposition; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	The authors present the results of a self-study by seven preservice teachers that reveals ways in which the teachers' beliefs regarding diversity issues were realized in their classroom interactions, practices, and observations. This investigation was set within the context of a cohort of postbaccalaureate preservice teachers in an initial teacher education program that is built around the goal of preparing reflective teachers. It provided the framework for preservice teachers to raise their level of awareness regarding issues of diversity. The identification of common themes in the participants' journals provided insights into how these beliefs may link to future classroom teaching practice and ways teacher educators can help preservice teachers to view their students' backgrounds and abilities as resources, not problems. (Contains 3 tables.) (As Provided).
Anmerkungen	Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: multiplevoices1@austin.utexas.edu; Web site: http://www.cec.sped.org/ddel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10