"I Don't Feel Comfortable Reading Those Books in My Classroom": A Qualitative Study of the Impact of Cultural and Political Vignettes in a Teacher Education Course

Autor/in	Darvin, Jacqueline
Titel	"I Don't Feel Comfortable Reading Those Books in My Classroom": A Qualitative Study of the Impact of Cultural and Political Vignettes in a Teacher Education Course
Quelle	In: Teacher Educator, 46 (2011) 4, S.274-298 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2011.604710
Schlagwörter	Elementary School Teachers; Graduate Students; Education Courses; Teaching Methods; Vignettes; Cultural Context; Political Issues; Decision Making Skills; Instructional Effectiveness; Qualitative Research; Theory Practice Relationship; Adoption (Ideas); Attitude Change; Role Playing; Nonverbal Communication; Classroom Environment; Communication Skills; New York + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fortbildungskurs; Teaching method; Lehrmethode; Unterrichtsmethode; Politischer Faktor; Unterrichtserfolg; Qualitative Forschung; Theorie-Praxis-Beziehung; Ideas; Ideenfindung; Attitudinal change; Einstellungsänderung; Rollenspiel; Non-verbal communication; Nonverbale Kommunikation; Klassenklima; Unterrichtsklima; Kommunikationsstil
Abstract	This article chronicles a qualitative study of the impact of a pedagogical practice called cultural and political vignettes (CPVs) on graduate students enrolled in a teacher education course. CPVs are cultural and political "situations" that are presented to teachers so that they can practice the decision-making skills that they will use in the diverse classrooms of New York City public schools. This study investigates whether engaging in CPV activities helped participants to feel more prepared to address culturally and politically sensitive issues in the elementary schools at which they are employed. The preliminary findings of this qualitative study are promising. They indicate that responding to, creating, exchanging, and engaging in situated performances of CPVs provided participants with occasions to practice their written, verbal, and nonverbal communication skills in a supportive classroom environment where they could discuss cultural and political issues that are rarely addressed in teacher preparation courses. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10