A Qualitative Study of Preservice Teachers' Early Field Experiences in an Urban, Culturally Different School

Abstract

The purpose of this study was to better understand how to prepare teachers for a diverse student population. The study addressed the significance of field experiences by focusing on the following research question: How do preservice teaching experiences at an urban, culturally different school affect teaching practices? Using several data sources, four conceptual categories formed the study's interpretive themes: (a) attitudes toward culturally different people, (b) pedagogy, (c) career expectations, and (d) senses of preparedness. Findings indicated that this experience positively affected the cultural attitudes and practices of the participants, increased cultural awareness, altered career expectations, and influenced the preservice teachers' sense of preparedness to teach culturally different children.

Experiences That Predict Early Career Teacher Commitment to and Retention in High-Poverty Urban Schools

“…In recent reviews, however, Anderson and Stillman (2013) and Hill, Friedland, and Phelps (2012) reported that the vast majority of studies on field experiences in urban schools or community agencies focus on changes in stereotypical attitudes toward children living in poverty or increased self-efficacy in teaching in urban settings rather than teacher retention (Adams et al, 2005; Andrews, 2009; Bleicher, 2011; Coffey, 2010; Conaway, Browning, & Purdum-Cassidy, 2007; Cone, 2009; Connor, 2010; Fry & McKinney, 1997; Wiggins, Follo, & Eberly, 2007). For example, Conaway et al (2007) found that stereotypical thinking and lowered expectations for urban students changed considerably during a 4-year program as a result of diverse field experiences.…”

Preparing Teachers for Culturally Diverse Schools

“…One approach was to teach students ethnographic research skills, then have them complete a research project in an urban community or school; in most cases, the community contexts were primarily African American (Fry & McKinney, 1997;Narode, Rennie-Hill, & Peterson, 1994;Olmedo, 1997;Ross & Smith, 1992;Sleeter, 1996). Authors emphasized that preparation for the community research and help processing the experience was very important.…”

Addressing Issues of Social Justice through Reflective Writing

“…During this process, the pre-service teachers indicated that the field experience and support group discussions were most critical in facilitating changes in attitudes and beliefs towards culturally diverse urban schools. A support group in this case is defined as individuals who encourage a person's growth through listening to him or her, helping him or her process and make sense of relevant information and/or experiences, questioning or challenging the person's words/or actions as a means of pushing him or her to think more deeply, and sometimes expanding the person's knowledge or awareness by providing additional information when needed (Garmon, 2004, Fry & McKinney, 1997. Throughout the semester, time was allocated each class meeting to discuss readings, group activities, field experiences and other learning experiences.…”