Helping Preservice Teachers Inquire about Caregivers: A Critical Experience for Field-Based Courses

Lazar, Althier M.

doi:10.1080/01626620.1998.10462888

Cited by 15 publications

(8 citation statements)

References 8 publications

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“…This is an important starting point for preservice teachers seeking to build relationships with diverse families. It is a finding that is also present in the literature on preservice teacher preparation for multicultural education, but a significant difference is that the increased awareness in these studies seemed to occur as a result of interactions with families and communities (Cooper, 2007;Lazar, 1998). Some of the stereotypes that were being challenged are byproducts of dominant social discourses.…”

Section: Teaching Education 127mentioning

confidence: 66%

Educating preservice teachers for family, school, and community engagement

Evans

2013

Teaching Education

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Effective family, school, and community partnerships enhance the academic, social, and emotional development of children. As a result, colleges, schools, and departments of education are increasingly addressing the topic. Unfortunately, teachers continue to report that the most significant challenge encountered when entering the profession is the establishment of relationships with families and communities. This article reviews existing literature on the outcomes of efforts to prepare educators who are capable of successfully engaging a broad range of families and communities. Based on a comprehensive literature review, the findings reveal a narrow sample of empirically based research; however, these studies offer insights regarding pedagogical approaches that increase teachers' confidence and self-awareness, improve educators' knowledge of diverse families, and enhance teachers' ability to use knowledge about families and communities to improve instruction. This review examines efforts in higher education to address family engagement and the impact of various pedagogical approaches on preservice teachers. It concludes with recommendations for research in the field based on identified knowledge gaps.

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Section: Teaching Education 127mentioning

confidence: 66%

Educating preservice teachers for family, school, and community engagement

Evans

2013

Teaching Education

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“…As the students in U.S. schools become increasingly diverse racially, ethnically, and economically, teacher education accreditation organizations have required the incorporation of a greater number of diverse field experiences into teacher preparation (Council for the Accreditation of Educator Preparation, 2013). The incorporation of a variety of field experiences in teacher preparation, thus, could help PSTs learn more about the diversity of their students as well as the cultures and communities that infuse their classrooms (Feiman-Nemser, 2001; Lazar, 1998; Richards, Moore, & Gripe, 1996; Ross & Smith, 1992; Sleeter, 2001, 2008). Service-learning courses provide another layer of field experience to the more formal practicum and student teaching, further contributing to the knotty process of teacher preparation.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The Student as Teacher Educator in Service-Learning

Barnes

2016

Journal of Experiential Education

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To prepare preservice teachers (PSTs) to work with diverse populations of PreK-12 students, teacher educators are incorporating a variety of field-based experiences into teacher preparation. Service-learning courses can provide PSTs with additional field experiences beyond formal student teaching. This study is concerned with the experiences of a group of undergraduate PSTs as they tutor in an alternative school as part of a service-learning course. To make sense of their experiences at the alternative school, these PSTs compared their own PreK-12 experiences and those of the students they tutored. In this study, the students at the alternative school served as the most influential contributors to PSTs' developing conceptions of teaching and of schools-a finding that has implications for teacher preparation.

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“…Our decision to redefine the site of teacher education also drew on the work of other teacher educators in the United States and Canada who have integrated various kinds of community perspectives or "service learning" opportunities with teacherpreparation programs (Aaronsohn, Carter, & Howell, 1995;Barton, 2000;Boyle-Baise, 2002;Boyle-Baise & Sleeter, 2000;Darling & Ward, 1995;Grinberg & Goldfarb, 1998;Lazar, 1998;Maybach, 1996;Murtadha-Watts, 1998;Ward, 1998). Grinberg and Goldfarb, for example, moved teacher education into the community in conjunction with a family studies course to raise critical consciousness among participants and use the community as a resource for curriculum development.…”

Section: Community Service Learningmentioning

confidence: 99%

Dialogic narratives of literacy, teaching, and schooling: Preparing literacy teachers for diverse settings

Rogers

Marshall

Tyson

2006

Reading Research Quarterly

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S In this study, we focus on the “dialogic narratives” (Bakhtin, 1981, 1986) of selected preservice teachers within an innovative teacher education program in the Midwestern U.S. that included community‐based internships. In particular, we examine how these students author their identities as literacy teachers within the context of a mediated seminar setting. Drawing on Bakhtin's theory of discourse, we analyzed students' dialogic narratives as a way to understand the construction of their professional identities within particular discursive moments. Our analyses illustrate how the students negotiated authoritative and internally persuasive discourses as they authored their own narratives, revealing the complexity of preparing teachers to become flexible cultural practitioners in diverse settings. We argue that immersing students in community based environments and providing spaces for dialogue offer promising strategies for complicating and deepening preservice teachers' understandings of, and approaches to, language and literacy education in relation to issues of cultural diversity and social justice. [This article features supplementary online‐only material, including commentaries from Marilyn Cochran‐Smith and Allan Luke and Tara Goldstein, an annotated bibliography, and extensive data samples. See http://www.reading.org/Library/Retrieve.cfm?D=10.1598/RRQ.41.2.3&F=RRQ-41-2-Rogers-supp_1.html.]

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Helping Preservice Teachers Inquire about Caregivers: A Critical Experience for Field-Based Courses

Cited by 15 publications

References 8 publications

Educating preservice teachers for family, school, and community engagement

Educating preservice teachers for family, school, and community engagement

The Student as Teacher Educator in Service-Learning

Dialogic narratives of literacy, teaching, and schooling: Preparing literacy teachers for diverse settings

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