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The impact of a field immersion program on pre-service teachers’ attitudes toward teaching in culturally diverse classrooms
ARTICLE

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TATE Volume 23, Number 5, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Understanding of community, and a positive attitude toward cultural diversity are critical components in the preparation of teachers. This study sought to influence both, through on-site coursework and a long-term field placement at a culturally diverse urban elementary school. Participants were predominately single, white females from suburban communities. Questionnaire responses suggest that this immersion program improved the attitudes of these pre-service teachers. Findings support the idea that a targeted field placement, support from peers and teachers, and meaningful coursework facilitates the preparation of culturally responsive teachers—even for those with little or no prior experience in culturally diverse communities.

Citation

Wiggins, R.A., Follo, E.J. & Eberly, M.B. (2007). The impact of a field immersion program on pre-service teachers’ attitudes toward teaching in culturally diverse classrooms. Teaching and Teacher Education: An International Journal of Research and Studies, 23(5), 653-663. Elsevier Ltd. Retrieved September 23, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2007.02.007

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