Using Immersion Experiences to Shake Up Preservice Teachers' Views about Cultural Differences

Wiest, Lynda R.

doi:10.1177/0022487198049005005

Cited by 51 publications

(34 citation statements)

References 4 publications

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“…In her review of the literature, Sleeter (2001) noted that there is value in cultural-immersion programs (those where preservice teachers live/actively participate in the communities in which they student teach and/or volunteer). Further, cultural-immersion experiences allow preservice teachers to view, experience, reflect upon, and change perspectives of how others respond to and make sense of their worlds (Cabello & Burstein, 1995;Wiest, 1998;Zeichner & Melnick, 1996). Sleeter, however, recognized that convincing teacher educators to include such programs and activities in teacher-preparation programs is -difficult without a stronger research base‖ (p. 4).…”

Section: Community-based Learningmentioning

confidence: 99%

Strengthening the Case for Community-Based Learning in Teacher Education

Cooper

2007

Journal of Teacher Education

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Abstract:Knowledge of learners' assets beyond the traditional structure of school can provide preservice teachers with essential gateways to connecting learners with the content to be studied, and with forming beneficial social relationships that can enhance learning. This article describes ways that preservice teachers responded to community-based activities located in the home communities of their learners. Analysis of work samples, interviews, and observations indicated that revelations about the preservice teachers themselves were confronted, stereotypical beliefs about their learners' communities were challenged, and new discoveries about community's strengths were acknowledged. Evidence suggests that community cultural-immersion activities incorporated in teacher-preparation programs can not only help preservice teachers correct misperceptions about, but also build relationships with their learners that can potentially impact student achievement.

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Section: Community-based Learningmentioning

confidence: 99%

Strengthening the Case for Community-Based Learning in Teacher Education

Cooper

2007

Journal of Teacher Education

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“…Similar, shorter programs had proven successful in the past. (Stachowski & Mahan, 1998;Wiest, 1998 practice. Principles of Learning is a six credit clinically based course that examines how aspects of learner language, culture, prior knowledge, and experience influence the learning process in the school setting.…”

Section: Program Designmentioning

confidence: 99%

Clinical Model Highlighting the Importance of Innovative ESL Strategies in Early Field Placement Classes Teaching ELL Middle Level Students

Coates

2016

TPLS

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Abstract-With the growth of diversity in twenty first century classrooms, teachers increasingly need to demonstrate and understanding of cultural dimensions, particularly language diversity, from a variety of perspectives to be effective in classrooms. Pre-service educators in particular need to understand the importance of language when providing high quality educational experiences for our nation's children and must be able to articulate the relationship between critical pedagogy and educational curriculum, pedagogy and assessment. By modelling various strategies in the college classroom, teacher candidates gain a better understanding of the socio-cultural and academic instructional needs of English Language Learners in content area classrooms.Index Terms-second language pedagogy, teacher preparation, second language teaching and learning strategies, clinical field experiences, curriculum

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“…The professional literature underscores that teachers' attitudes and beliefs should be studied in order to understand teachers' conduct in the dialogue with their learners (Tatto, 1998;Wiest, 1998). Studies (Shkolnik and Keinan, 2002;Safran, 2011)illustrate that the key to good and meaningful teaching is embodied in teachers' personality rather than in their pedagogical competence which might improve with time.…”

Section: Processes Of Shaping Gender-oriented Perceptionsmentioning

confidence: 99%

Developing Pre-Service Teachers Awareness and Change of Gender-Oriented Perceptions

Gilad

2014

International Journal of Education and Practice

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Studies of gender still indicate lack of equal opportunities between the genders as well as gapsKeywords: Gender stereotypes, Gender and education, Gender-oriented perceptions, Gender in teacher education, Gender equality, Gender studies. Contribution/ OriginalityThe paper's primary contribution is finding that gender stereotypes still exist among preservice teachers. It is therefore important to integrate gender studies into teacher education programs. Developing pre-service teachers` awareness and changing gender stereotyped thinking, will enable future teachers to educate for gender equality and social justice.

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Using Immersion Experiences to Shake Up Preservice Teachers' Views about Cultural Differences

Cited by 51 publications

References 4 publications

Strengthening the Case for Community-Based Learning in Teacher Education

Strengthening the Case for Community-Based Learning in Teacher Education

Clinical Model Highlighting the Importance of Innovative ESL Strategies in Early Field Placement Classes Teaching ELL Middle Level Students

Developing Pre-Service Teachers Awareness and Change of Gender-Oriented Perceptions

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