Becoming Teachers: The Payne Effect

Autor/inn/en	Smiley, Azure Dee; Helfenbein, Robert J.
Titel	Becoming Teachers: The Payne Effect
Quelle	In: Multicultural Perspectives, 13 (2011) 1, S.5-15 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0960
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Teacher Education Curriculum; Special Education Teachers; Teaching (Occupation); Correlation; Identification (Psychology); Poverty; Ideology; Urban Education; Elementary Schools; Interviews; Whites; Middle Class; Teacher Characteristics; Teacher Student Relationship; Cultural Pluralism; Student Characteristics + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teaching; Lehrberuf; Korrelation; Armut; Ideologie; Stadtteilbezogenes Lernen; Elementary school; Grundschule; Volksschule; Interviewing; Interviewtechnik; White; Weißer; Mittelschicht; Teacher student relationships; Lehrer-Schüler-Beziehung; Kulturpluralismus
Abstract	In this qualitative study, the authors explore the connections between a preservice teacher education curriculum and the development of teacher identity. Focus is given to the impact Ruby Payne's (2001) "A Framework for Understanding Poverty" has on the ideological development of preservice special education teachers embarking on an urban practicum. Implications for teacher education are discussed. (Contains 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10