Cultural and Religious Experiences: Do They Define Teaching and Learning for Pre-Service Teachers Prior to Teacher Education?

Autor/in	Kukari, Arnold J.
Titel	Cultural and Religious Experiences: Do They Define Teaching and Learning for Pre-Service Teachers Prior to Teacher Education?
Quelle	In: Asia-Pacific Journal of Teacher Education, 32 (2004) 2, S.95-110 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
Schlagwörter	Foreign Countries; Religious Factors; Secondary School Teachers; Cultural Differences; Preservice Teacher Education; Higher Education; Preservice Teachers; Student Teacher Attitudes; Indigenous Knowledge; Student Diversity + Suchen Sie Ihr Suchwort? Ausland; Kultureller Unterschied; Lehramtsstudiengang; Lehrerausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	This study examines the interaction between indigenous culture and modern religious practices of teaching and learning, and how this contributes towards shaping the preconceptions of teaching, learning, a teacher's role(s), students as learners, and knowledge of three secondary school pre-service teachers who were just commencing their teacher education program at the only university educating teachers for post-primary and post-vocational educational institutions in Papua New Guinea. Data were obtained through a semi-structured interview questionnaire. Data analysis revealed a dialectical and a mutually constitutive relationship between cultural and religious practices of teaching and learning. This made a significant contribution towards the construction of the three secondary school pre-service teachers' preconceptions. These practices defined and fashioned the perceptions of teaching and learning the three pre-service teachers held prior to becoming students of teaching. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10