Stepping Out of Our Own Skins: Overcoming Resistance of Isolated Preservice Teacher Populations to Embracing Diversity in Educational Settings

Klug, Beverly J.; Luckey, Angela; Wilkins, Sandra; Whitfied, Patricia T.

doi:10.1207/s15327892mcp0803_6

Cited by 10 publications

(5 citation statements)

References 11 publications

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“…Otros estudios focalizan su atención en el impacto de prácticas mentorizadas. En el trabajo de Klug et al (2006) la mentoría es ejercida por un estudiante que tutoriza a otro de cultura distinta a la propia. En el estudio de Zozakiewicz (2010), en cambio, el mentor es un profesor experimentado con competencia intercultural que supervisa al futuro docente durante el prácticum.…”

Section: Investigaciones Sobre El Impacto De Propuestas Formativas Quunclassified

Impacto de la formación inicial docente intercultural. Una revisión de la investigación

Pareja

López

2016

conrec

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El avance teórico y normativo de la educación en y para la diversidad cultural ha subrayado la necesidad de adecuar la formación inicial del profesorado al carácter plural de la realidad social y educativa. Este artículo centra su atención en las investigaciones empíricas desarrolladas entre 2005 y 2012 y destinadas a analizar el impacto que tienen los programas de formación inicial docente comprometidos con la diversidad cultural en los futuros profesores. Los resultados proporcionan información sobre los factores clave que influyen en el éxito o fracaso de las propuestas de formación, así como de las acciones formativas que tienen más impacto y de las limitaciones metodológicas más frecuentes de esta línea de investigación.

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Section: Investigaciones Sobre El Impacto De Propuestas Formativas Quunclassified

Impacto de la formación inicial docente intercultural. Una revisión de la investigación

Pareja

López

2016

conrec

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“…Defining what constitutes cultural competence in new teachers and identifying how teacher education programs help teachers develop cultural competency receive much attention in the field (Butler, Seungyoun, & Tippins, 2006;Garmon, 2005;Klug, Luckey, Wilkins, & Whitfield, 2006;Valentin, 2006). Cultural competence reflects preservice teachers' ability to assess their own culture and to value and respond to cultural differences in ways that recognize and celebrate others (Lindsey, Roberts, & Campbelljones, 2005).…”

Section: Review Of Literaturementioning

confidence: 99%

“…In a study designed to explore cultural biases held by preservice teachers, Moore (2008) found that preservice teachers recognized that bias came from experiences and that awareness of their own thinking allowed them to find new ways to practice in urban classrooms. Early experience in urban settings or diverse classrooms provides a foundation upon which to build the remaining course of study (Klug et al, 2006). Finally, Wong (2008) studied a group of preservice teachers who tutored English language learner (ELL) students as part of a service learning experience and found that the teacher candidates fell into three categories of cultural responsiveness, suggesting the possibility of indentifying characteristics that may assist in the development of strategies allowing progress toward the ideal of cultural competence.…”

Section: Review Of Literaturementioning

confidence: 99%

Evidence of Cultural Competence Within Teacher Performance Assessments

Dee

2012

Action in Teacher Education

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Professional integrity and changing demographics in the public school system in the United States coupled with standards for teacher preparation require that preservice teachers possess knowledge, skills, and dispositions necessary to work with diverse populations. Using the Teacher Work Sample, a plan for instruction serving as a teacher performance assessment, the research examines the document for evidence of cultural competence. Student descriptions, reflections, and lesson plans provide evidence of preservice teacher dispositions and attitudes toward diverse students. The research revealed that work samples fell into four distinct categories depicting different levels of competence ranging from static to proactive. Data collected generated a rubric suggesting the placement of preservice teacher work on a continuum of development in the area of cultural competence.

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“…We need research on the outcomes of multicultural teacher education (Cochran- Smith, Davis, & Fries, 2003), such as how these practices can affect prospective teachers' perceptions of what it is like to teach in various schools and their preferences for where to teach. Further, student teaching placements, field experiences within multicultural education courses, and service learning requirements can also help to change prospective teachers' preconceived notions of urban classrooms (Baldwin, Buchanan, & Rudisill, 2007;Klug, Luckey, Wilkins, & Whitfied, 2006). Given the difficulty of changing teachers' perceptions and beliefs through coursework (Zeichner & Gore, 1990), effective practices should focus on field placements for student teaching experiences in hard-tostaff schools.…”

Section: Implications For Teacher Educatorsmentioning

confidence: 99%

Understanding the Teacher Job Search Process: Espoused Preferences and Preferences in Use

Cannata

2010

Teachers College Record: The Voice of Scholarship in Education

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Background/Context There is an extensive body of research on school and student characteristics associated with teacher career decisions that has contributed greatly to our knowledge of teacher preferences. Yet this research also has a number of limitations, including a lack of attention to the sociocultural influences on teacher careers and the processes teachers use to find a job. Purpose/Objective/Research Question/Focus of Study This article focused on the processes that teachers use to find a job and how they came to work in particular schools. In doing so, this article developed a new theoretical conception of teacher career decisions that incorporates Bourdieu's cultural reproduction theory and theories of action. Together, these frameworks highlight how teachers navigate through the hiring process using their practical understanding of how they could make the best match, rather than focusing on explicit preferences. Setting Teacher applicants were recruited from six colleges that provide teachers to one Midwestern metropolitan area. This area was experiencing an oversupply of teachers. Population/Participants/Subjects Participants included individuals currently completing teacher education programs and looking for their first teaching job. Research Design Data for this article came from a mixed-methods study of teacher applicants’ career decisions. The study design included a survey of 289 prospective elementary teachers and in-depth interviews with a subsample of 27 prospective elementary teachers at two points in the hiring season. Findings/Results Teacher applicants’ espoused preferences for schools were consistent with previous research, yet the data indicate that teacher applicants often contradicted these espoused preferences by the actual behavior on the job search. They did so by focusing on the district rather than the school when identifying open positions and focusing on feelings of comfort and familiarity when deciding where to apply. Further, teacher applicants had few sources of information about schools and districts, which forced them to make assumptions about schools and thus reinforced perceptions of familiarity, fit, and comfort. Conclusions/Recommendations Teacher applicants’ practical understanding of the job search was informed by their social and cultural background and emphasized characteristics such as familiarity when making career decisions. Policy makers who want to improve the quality of teaching should focus on developing teachers who want to teach in hard-to-staff schools and on providing teacher applicants with access to more information about schools. Teacher educators should also consider ways to increase teacher applicants’ familiarity and sense of comfort with schools serving high proportions of racial minority or low-income students.

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Stepping Out of Our Own Skins: Overcoming Resistance of Isolated Preservice Teacher Populations to Embracing Diversity in Educational Settings

Cited by 10 publications

References 11 publications

Impacto de la formación inicial docente intercultural. Una revisión de la investigación

Impacto de la formación inicial docente intercultural. Una revisión de la investigación

Evidence of Cultural Competence Within Teacher Performance Assessments

Understanding the Teacher Job Search Process: Espoused Preferences and Preferences in Use

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