Perspectives of Rural Prospective Teachers toward Teaching in Urban Schools

Gilbert, Sharon L.

doi:10.1177/0042085995030003003

Cited by 14 publications

(9 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Fry and McKinney (1997) found that 6 of 10 White female preservice teachers who completed an urban-based field experience stated they would teach in an urban school only if they could not find another job elsewhere. Likewise, Gilbert (1995) found that most of 193 prospective teachers in a rural university who completed a demographic survey with open-ended items about urban schools would teach in an urban school only if they had to find a job. The pervasiveness of deficit views and stereotypes greatly affects the willingness of teacher candidates to teach in culturally diverse and urban contexts.…”

Section: Changes In Preservice Teachers’ Views About Diversitymentioning

confidence: 99%

Themes in the Research on Preservice Teachers’ Views of Cultural Diversity

Castro¹

2010

Educational Researcher

251

109

View full text Add to dashboard Cite

This article traces themes found in the research on preservice teachers’ views of cultural diversity published in peer-reviewed journals from 1985 to 2007. The article seeks to draw insights that inform education researchers interested in interrogating and unpacking views about diversity expressed by today’s millennial college students. Findings suggest that although recent studies report a shift toward more positive attitudes about teaching culturally diverse students, persistent issues plague preservice teachers’ understanding of cultural diversity. Implications for future research are discussed.

show abstract

Section: Changes In Preservice Teachers’ Views About Diversitymentioning

confidence: 99%

Themes in the Research on Preservice Teachers’ Views of Cultural Diversity

Castro¹

2010

Educational Researcher

251

109

View full text Add to dashboard Cite

show abstract

“…The interaction with NNES teacher educators is surely helpful in this respect. This is especially important in the light that white pre-service teachers (most of my students are white) are reported to have little cross-cultural knowledge and experience (Gilbert, 1995;McIntyre, 1997;Sleeter, 2000). Yet they still consist of the majority of the teaching force and are likely to run into immigrant/minority students in their teaching careers.…”

Section: Reconceptualizing Diversitymentioning

confidence: 99%

Native versus Nonnative: A Literacy Teacher Educator’s Story

Lee

2010

L & L

View full text Add to dashboard Cite

In the English language teaching (ELT) profession, NNEST is an acronym for nonnative English-speaking teachers, that is, English language teachers who speak English as a second or foreign language. NEST, in contrast, stands for native English-speaking teachers or those who speak English as their first or native language. The dichotomy between NNEST and NEST, though intuitively appealing at first glance, has been debated for years (Kachru, 1992;Liu, 1999;Medgyes, 1994). According to Maum (2002), proponents of the dichotomy believe that it is necessary to distinguish between native and nonnative English-speaking teachers because their differences should be recognized. Those who oppose the dichotomy argue that differentiating between teachers based on their linguistic status rather than competence perpetuates the dominance of the native speaker in the ELT profession. For example, studies (Amin, 2000;Braine, 1999;Canagarajah, 1999) show that native English speakers without teaching qualifications are more likely to be hired than qualified and experienced NNESTs, especially outside the United States. Phillipson (1992Phillipson ( , 1996 uses the phrase "the native speaker fallacy" (the belief that the ideal teacher of English is a native speaker) to refer to unfair treatment of qualified NNESTs. Canagarajah (1999) follows suit by interrogating and dismantling the fallacy from the linguistic, political, and economic slant. The debate on the dichotomy has also led to more research on the careers of NNESTs (Johnston, 1997) and the power, race, and identity of NNESTs (Amin, 1997;Shuck, 2006;Tang, 1997). A central theme recurring in these studies is that NNESTs should not be marginalized as secondary to NESTs but regarded as equal peers and contributors in the ELT profession.In 1998, TESOL, an international professional association that represents teachers of English to speakers of other languages, approved the formation of the NNEST Caucus.1 Ever since, according to Matsuda (2002), "NNEST has become one of the most visible topics at TESOL conventions, and NNEST sessions and open meetings continue to attract a growing number of TESOL professionals -both NNESTs and NESTs alike" (p. 1). Matsuda goes on to proclaim that "NNEST is more than just a Caucus; it's a movement" (p.1).Though the NNEST movement has been successful in raising an awareness of the importance of NNESTs, it is set mainly in the context of teaching and learning English as a second or foreign language (ESL or EFL). Most of the existing NNEST literature is concerned with the investigations of NNESTs as English language teachers in relation to their counterparts as native English speakers as well as to their students as nonnative English speakers. It hardly addresses the issues of NNESTs teaching native English speakers in the context of a teacher education program. Specifically, there is no shortage of accounts of native speakers teaching English as a second or foreign language to nonnative speakers or nonnative speakers teaching English to speakers of other ...

show abstract

“…Adding to this, they bring little to no cross-cultural background, knowledge, or experience. Therefore, education around issues of cultural competence is complicated (Barry & Lechner, 1995;Gilbert, 1995;McIntyre, 1997;Valli, 1995).…”

Section: Preparing Culturally Competent Educatorsmentioning

confidence: 99%

Culturally Competent and Socio-politically Conscious Teaching: A Teacher Educator Works to Model the Journey to Critical Cultural Competence

Ross

2008

IJME

View full text Add to dashboard Cite

The purpose of this article is to present the self-study of a teacher educator who is concerned about cultural competence, socio-political consciousness, social justice, and peace in her preparation of teacher candidates. She recounts her experiences at the European Peace Institute (EPU) in Stadtschlaining, Austria, and how experiences with these students impact her perspective on teacher education in the United States. Sharing the voices from students at EPU provides a means of consciousness-raising for the teacher educator. She provides examples of ways to bring a more culturally competent and socio-political awareness to teacher education programs in the United States.

show abstract

Perspectives of Rural Prospective Teachers toward Teaching in Urban Schools

Cited by 14 publications

References 8 publications

Themes in the Research on Preservice Teachers’ Views of Cultural Diversity

Themes in the Research on Preservice Teachers’ Views of Cultural Diversity

Native versus Nonnative: A Literacy Teacher Educator’s Story

Culturally Competent and Socio-politically Conscious Teaching: A Teacher Educator Works to Model the Journey to Critical Cultural Competence

Contact Info

Product

Resources

About